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School traditional leadership partnership in Alfred Nzo East Education District: a case study of three secondary schools notorious for school violence
No full textDissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2024].Traditional leaders who played an essential role in muting the idea of the construction of schools in their communities are finally placed at the periphery in school governance by the School Management Teams and School Governing Bodies in South Africa. Most relevant literature studies on partnership with traditional leaders have been done in local government, police, and public administration. The purpose of the study was to analyse the effects of availability of a school-traditional leadership partnership to the quality of governance in rural secondary schools under the authority of the headman or chief. This was a qualitative case study of the Alfred Nzo East Education District, which made use of a case research design. Data was collected using semi-structured interviews and document analysis. Data analysis adopted theoretical prepositions and a thematic analysis approach. This study revealed that exclusion of traditional leaders in governance of schools located in rural communities under their authority caused learner violence that is resolved only by traditional leaders Principals deliberately marginalise traditional leaders through government policy by means of Inter-Governmental Relations (IGR) and departmental policies which provide space through Quality Learning and Teaching Campaign (QLTC) and School Safety structures. Policies such as IGR, QLTC, and the safety of schools’ programmes promote school traditional leadership partnership for schools located inrural communities. Therefore, only departmental monitoring of implementation of these policies can eliminate such violence. The study concludes that both the violent learners and their parents in rural schools continue to be loyal to their traditional leaders (chiefs/headmen) and regard their decision to be final even during times of misunderstandings. The study recommends that principals of secondary schools located in rural communities under chiefs/headmen should involve them in the school governance from onset, for uninterrupted delivery of quality education.Isifingqo (isiZulu)
Abaholi bendabuko ababambe iqhaza elibalulekile ekuzeni nomqondo wokwakhiwa kwezikole emiphakathini yabo bagcine bebekwe maphethelweni amaThimba Abaphathi Bezikole (SMTs) kanye nezigungu ezilawula izikole (SGBs)eNingizimu Afrika. Izifundo (Literature) eziningi eziphathelene nezincwadi zokubambisana nabaholi bendabuko zenziwe kuhulumeni wasekhaya (local government), amaphoyisa (police studies), kanye nokuphathwa komphakathi
(Public administration). Inhloso yocwaningo kwakuwukuhlaziya imiphumela yokuba khona kobambiswano lobuholi bendabuko besikole ezingeni lokuphatha ezikoleni zamabanga aphakeme zasemakhaya ngaphansi kwegunya lenduna noma lenkosi. Lokhu bekuwucwaningo
lwekhwalithi ye-Alfred Nzo East Education District. eyasebenzisa umklamo wocwaningo lwecala. Idatha iqoqwe kusetshenziswa izingxoxiswano ezingahlelekile kanye nokuhlaziya imibhalo. Ukuhlaziywa kwedatha kwamukele iziphakamiso zethiyori kanye nendlela yokuhlaziya itimu. Lolu cwaningo luveze ukuthi ukushiywa ngaphandle kwabaholi bendabuko ekuphathweni kwezikole ezisezindaweni zasemakhaya wingspans kwabo koala dame abafungin oluxazululwa yibona kuphela. Othishanhloko babandlulula ngamabomu abaholi bendabuko ngenqubomgom kahulumeni ngokusebenzisa ubudlelwano phakathi kohulumeni kanye nezinqubomgomo zomnyango ezinikeza isikhala ngomkhankaso wokuFunda Nokufundisa Okusezingeni eliphezulu (QLTC) kanye nezinhlaka Zokuphepha Ezikoleni. Izinqubomgomo ezifana ne-IGR, i-QLTC, kanye nokuphepha kwezinhlelo zezikole zikhuthaza ubudlelwano bobuholi bendabuko bezikole ezikoleni ezisemiphakathini yasemaphandleni. Ngakho-ke, ukuqapha komnyango ukuqaliswa kwalezi zinqubomgomo kuphela okungaqeda dame olunjalo. Ucwaningo luphetha ngokuthi bobabili abafundi abanodlame nabazali babo ezikoleni zasemakhaya bayaqhubeka nokwethembeka kubaholi babo bendabuko (izinduna/izinduna) futhi babheka isinqumo sabo njengesiwujuqu ngisho nangezikhathi zokungaqondi kahle. Lolu cwaningo luphakamisa ukuthi othishanhloko bezikole zamabanga aphezulu ezisezindaweni zasemakhaya wingspans kwamakhosi/izinduna kumele bababandakanye ekuphathweni kwezikole zisuka nje, ukuze kuqhutshekwe nokuhlinzekwa kwemfundo esezingeni.uMxholo (isiXhosa)
Iinkokeli zemveli ezadlala indima ebalulekileyo ekuqulatheni uluvo lokwakhiwa kwezikolo
kwiindawo ezihlala kuzo ekugqibeleni zichwethelwa kude ngaMaqela oLawulo lweZikolo (SMTs) kunye namaBhunga oLawulo ezikolo (SGBs) eMzantsi Afrika. Uninzi lwezifundo zoncwadi (literature) ezifanelekileyo ngentsebenziswano neenkokheli zemveli zenziwe kurhulumente wasekhaya (Local government), amapolisa (Police studies), kunye nolawulo loluntu (Public Administration). Injongo yolu phando ibikukuhlalutya iziphumo zokufumaneka kobambiswano lobunkokheli bemveli kumgangatho wolawulo kwizikolo eziziisekondari ezisemaphandleni phantsi kwegunya likasibonda okanye lenkosi. Olu yayiluphando lomgangatho wesithilisemfundo saseAlfred Nzo eMpuma: Ngokusebenzise uyilo lophando lwetyala (case study). Xa kwakuqokelelwa iinkcukaca kusetyenziswa udliwano-ndlebe olulungelelanisiweyo kunye nohlalutyo lwamaxwebhu. Uhlalutyo lwenkcukaca eziqokelelweyo kudliwano-ndlebe lwamkeleizindululo zethiyori kunye nendlela yokuhlalutya umxholo (Thematic analysis approach). Olu phando ludize ukuba ukuvalelwa ngaphandle kweenkokeli zemveli kulawulo lwezikolo ezisemaphandleni aphantsi kwazo, kubangele ubundlobongela babafundi obusonjululwa kwazizo kuphela. Iinqununu zizijongela phantsi ngabom iinkokeli zemveli ngomgaqo-nkqubo karhulumente ngokusebenzisa ubudlelwane phakathi koorhulumente nemigaqo-nkqubo yamasebe enika indawo ngePhulo lokuFunda nokuFundisa okusemgangathweni (QLTC) nezigqeba zoKhuseleko lweZikolo. Imigaqo-nkqubo efana ne- Inter-Governmental Relations (IGR), i-QLTC, kunye nokhuseleko lweenkqubo zezikolo zikhuthaza intsebenziswanob yobunkokeli besikolo kwizikolo ezisemaphandleni. Ke ngoko, kukubekwa esweni kwesebe kuphela kokuphunyezwa kwale migaqo-nkqubo okunokuphelisa ubundlobongela obunjalo. Uphononongo lufikelela kwisigqibo sokuba bobabini abafundi abanobundlobongela kunye nabazali babo kwizikolo ezisemaphandleni bayaqhubeka nokunyaniseka kwiinkokeli zabo zemveli (iinkosi/izibonda) kwaye basithatha isigqibo sabo njengesokugqibela nangamaxesha okungaqondani. Olu phando lucebisa ukuba iinqununu zezikolo eziziisekondari ezikwiindawo ezisemaphandleni eziphantsi kweenkosi/izibonda mazibandakanye nazo kulawulo lwezikolo zisuka nje, ukwenzela ukuba kufundiswe imfundo esemgangathweni ngaphandle kokuphazamiseka
Integrated quality management system
Full text linkA Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of Educational Foundation at the University of Zululand, South Africa [2024].Integrated Quality Management System (IQMS) is a nationwide policy to enhance teacher productivity in South Africa. It is a school quality management system with a two-fold objective of fostering teacher professionalism and bolstering responsibility inside educational institutions. Encompassed in teacher professionalism is improved curriculum delivery to improve learning outcomes. However, there is a gap in research that assesses the impact that is being made by the IQMS, particularly in the King Cetshwayo District context where this study was conducted. Hence, the purpose of this study was to evaluate the effect of the IQMS in enhancing teaching and learning in King Cetshwayo District High Schools in the province of KwaZulu-Natal in South Africa. Total Quality Management (TQM) theory was used to underpin this study. The theory outline seven principles that are critical in the quality implementation. The first and the critical principle is customer care. To achieve the research objective, data were gathered via a semi-structured interview questionnaire from a total of 17 participants located in five Circuit Management Centres within the King Cetshwayo District. The interview data were transcribed into Word documents. The transcribed data underwent coding, thematic analysis, and interpretation to extract meaning and address the study research questions.
This study found that the IQMS was inadequately implemented to improve teaching and learning in King Cetshwayo high schools. While the findings revealed that teacher’s academic growth was accomplished using IQMS evaluations, as it reflected the teaching proficiency of teachers, teachers were in disagreement with the view of connecting IQMS scores with learner pass rates which is at the centre of teaching and learning. This is because it could potentially put teachers at a financial disadvantage, particularly for those teachers whose learners perform poorly. The findings neglected a critical beneficiary element, which is the client in their capacity as a learner. Another finding of this study is the singular evaluation and focus that comes with the implementation of IQMS. The single assessment yields malicious compliance as it is exclusively carried out to provide scores for IQMS evaluation submissions. The findings further identified time as the limitation in the implementation of IQMS. Participants observed that the excessive amount of paperwork and assessments are not evenly dispersed throughout the year, leading to a time constraint. The implementation of IQMS is expedited to acquire scores promptly.
Based on the research findings, the Department of Education should conduct performance assessments between supervisors and supervisees, using agreed-upon assessment standards that include the learner pass rate. The supervisor should provide on-the-job training and offline training to correct any performance gaps discovered during formal examinations. Future studies could follow up on these recommendations to determine their effectiveness
Public participation in service delivery
No full textA thesis submitted to the Faculty of Commerce, Administration and Law in fulfilment of the requirements for the Master of Administration in the Department of Public Administration at the University of Zululand, South Africa [2024].The purpose of this study is to investigate anxiety associated with the use of technology among teachers in Lesotho. The sample consists of 100 high school teachers from various schools located in the Maseru district. To meet the objectives, a questionnaire was designed, which collected data on teachers’ anxieties towards technology in relation to demographic variables.
The findings of the study suggest that the educators do differ in their anxiety levels in relation to technology, and that there is no correlation between age and anxiety. The relationship between the variable of gender and anxiety is revealed. Furthermore, teaching experience is found to have a significant effect on anxiety, while nationality is found to have no effect on anxiety
Teachers’ continuous assessment practices in English first additional language: a case of grade 12 teachers in Johannesburg West District 12 of Gauteng
No full textThesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa [2024].This study explored teachers’ continuous assessment practices in English First Additional Language, which was a case study of Grade 12 teachers in Johannesburg West District 12 of Gauteng. The study explored how the EFAL Departmental Head (DH) and EFAL teachers, with their Grade 12 learners, implemented assessment practices in the EFAL in the FET-phase school. The study adopted a qualitative research approach and Vygotsky’s socio-cultural theory, particularly the zone of proximal development. Data were obtained through a semi-structured questionnaire administered to learners of EFAL at Grade 12. Data were also obtained from the EFAL HoD through an interview. Content analysis was used to analyse data. This analysis followed the transcription of interview data which informed the themes and sub-themes that emerged from data. Data obtained from questionnaires were analysed according to the thematic content entailed in the qualitative responses. Findings revealed that teachers employed various strategies for continuous assessment such as formal and informal assessments. Nevertheless, there were a number of challenges including some learners’ inability to read and write, too much workload for the teachers and overcrowded classrooms. The study recommends different strategies to be employed in order to assist struggling learners with reading and writing. The Department of Basic Education needs to address the problem of overcrowding and too much workload as these would continue to contribute to the learners who are left behind
An evaluation of local economic development initiatives towards addressing socioeconomic challenges in the eThekwini Metropolitan Municipality
No full textA dissertation submitted to the Faculty of Commerce, Administration and Law in fulfilment of the requirements for the Degree of Doctor of Public Administration in the Department of Political Science and Public Administration at the University of Zululand, South Africa [2024].The 1996 Constitution of the Republic of South Africa grants local governments the authority to facilitate social and economic development. Municipalities are mandated to provide services to communities sustainably, promote social and economic growth, and encourage the involvement of the community and private sector in local government affairs. Local economic development, considered within an interdisciplinary context, aims to establish the economic capacity of a local area to enhance its economic future and improve the life quality for all residents. Local economic development has been prioritised as a global socio-economic strategy to direct challenges, such as development, poverty, and unemployment, and to mitigate market failures.
This study focused on an evaluation of local economic development initiatives towards addressing socioeconomic challenges in the eThekwini Metropolitan Municipality. Local economic development is introduced as an enabling strategy for local social and economic development. Implementing local economic development in South Africa is grounded on legislation as crucial policy documents. Local economic development processes should aim to achieve social and economic equality, ensuring that strategies align with the national local economic development framework. The South African local government encounters significant challenges in achieving development and progress for local communities. These challenges emphasise the current issues confronting the country’s local government system. Local government encounters numerous challenges and constraints resulting from extreme poverty and unemployment rates, a shortage of skills required to propel local economic development, an absence of proper administrative capacity, and unsuccessful policy implementation.
This study employed a qualitative approach to collect and analyse data. The data collection method involved semi-structured interviews with officials from the eThekwini Metropolitan Municipality, the Durban Chamber of Commerce and Industry, local economic development champions from the University of KwaZulu-Natal, and community members from the Umlazi Township. The participants were chosen because they are responsible for implementing local economic development policies and facilitating the economic development programmes in the Durban region. The data obtained from the participants were analysed using thematic analysis, with the primary aim of collecting relevant information regarding local economic development policies and the facilitation of local economic development programmes.
The findings indicate that while local economic development policies and programmes are well-designed in theory, they encounter numerous challenges preventing them from reaching their full potential. Corruption and budget constraints are primary obstacles to these programmes’ successful implementation and facilitation. Institutional challenges, a lack of capacity, insufficient training, and inadequate understanding of local economic development further hinder progress. The study offers several recommendations to direct the issues encountered by current local economic development programmes
Academic staff perceptions of the influence of first-year students’ classroom behaviour on teaching and learning practices at a university in Kwazulu-Natal
No full textThesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2024].This study investigated academic staff's perceptions of the impact of first-year students' classroom behaviour on teaching and learning practices at a university in KwaZulu-Natal. The transition from high school to university was often difficult for first-year students, whose actions had a significant impact on the classroom environment, teaching methodologies, and learning outcomes. Using a qualitative research design, in-depth interviews and surveys were conducted with academic staff from various faculties to gain insight into their experiences and perspectives. The findings revealed that disruptive behaviours, disengagement, and a lack of preparedness among first-year students impeded effective teaching. As a result, academic staff frequently modified their teaching strategies, such as improving classroom management, simplifying course content, or incorporating more interactive teaching techniques to engage students. The study emphasised the importance of targeted professional development for academic staff, institutional support for managing classroom behaviour, and interventions to help first-year students adjust to university life. Understanding these dynamics was considere
Factors affecting curriculum changes in teaching and learning of Economic and Management Sciences at Man’ombe Circuit, in Limpopo Province
No full textThesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Curriculum and Instructional-Studies at the University of Zululand, South Africa [2025].This study investigates the factors affecting curriculum changes in teaching and learning of Economics and Management Sciences at Man’ombe Circuit in Limpopo Province. The study aim is to examine the factors that are negatively affecting curriculum changes in the teaching and learning of EMS and to determine strategies to adopt to handle these curriculum changes. Qualitative research approach and interpretivism paradigm is used. The researcher uses multi case study and the population of the study consisted of circuit manager, educators, curriculum advisor and principals. Purposive sampling techniques is utilised to select the participants and the total number of the participants are twenty. The data is collected through interviews and analyses of documents, such as learners’ profiles, educators’ profiles, EMS record sheets and EMS CAPS policy documents and the study used thematic analysis.
The findings reveal that the factors negatively affecting curriculum changes in EMS are - insufficient human resources, time allocation, and language of learning and teaching together with terminologies in EMS, unavailability of teaching materials, and high workloads for educators in EMS and lack of parental support. These factors are identified by participants, such as educators, principals, circuit manager and curriculum advisor. The approaches recommended to adapt to these curriculum changes include utilization of - textbook strategy, demonstration strategy, lecture strategy, co-operative strategy, instructional media strategy, question and answer strategy, group discussion strategy, brainstorming strategy and problem-based strategy. This shows that the curriculum changes in EMS require educators to use different teaching strategies.
In this context, it is recommended that the EMS curriculum - needs to be re-evaluated so that it can start from the intermediate phase; that time allocation be increased to four hours per week instead of two hours per week, since EMS is a combination of accounting, business studies and economics; that educators and learners should be motivated to produce quality results; that all schools should be allocated resources, such as learners’ textbooks and calculators on time; that the Department of Education should employ more curriculum advisors and qualified educators for EMS who would be able to use a variety of teaching strategies in order to implement the curriculum, effectively
Household food production to food security and sovereignty
No full textA dissertation submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the Degree of Doctor of Philosophy in Development Studies in the Department of Anthropology and Development Studies at the University of Zululand, South Africa [2024].Nationally South Africa is assumed to be food secured, whilst many people at household level still face hunger and poverty daily. This has been exacerbated by population growth and food prices that continue to increase, household therefore need to find means to survive. Hence the study aims to assess how household food production may contribute to food security and sovereignty at Nkomazi local municipality. The study is providing a conceptual framework which has four theoretical underpinnings, post growth theory, Sens entitlement theory, relative culturalism, and sustainable livelihood theory. The study adopted mixed-method research approach namely convergent parallel research design approach to collect both qualitative and quantitative data. Complementary, two research designs were employed, namely phenomenology and a descriptive correlational design non-experimental design). The study sampled 383 respondents which are household and 7 informants from the local municipality and Department of Agriculture. The study examined the correlation between indigenous food production, food security and sovereignty and the results show that there is a relationship between the variables as the null hypothesis was rejected which means households who produce indigenous foods are found to be food secure and have sovereignty over the food they produce. Therefore, the study recommends the incorporation of indigenous and pioneering knowledge systems on food production practices to ensure further development. Whilst acknowledging the impact of globalization in the new worldview, the study also recommends further research on food sovereignty, which is intertwined with food rights and control as it evidently impacts food production. Finaly, what is novel about the study is that I propose a new combined food security and sovereignty model that clearly demonstrate the importance of household food production
Gender (male) based violence
No full textA research project submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree of Master of Arts in Community Works to the Department of Social Work at the University of Zululand, South Africa.The study aimed to explore males’ experiences of female partner abuse in intimate relationships in the Jozini Municipality, of KwaZulu-Natal. The study considered abuse as any incident or threatening behavior, violence, or psychological, physical, sexual, financial, or emotional abuse between adults who are or have been intimate partners or are family members. The study also considered IPV as a subset of domestic violence since it is an act of violence perpetrated against intimate partners, spouses and dating partners, either in current or former relationships. The study was informed by three main research objectives: to explore men’s experiences of intimate partner violence IPV in the Jozini Municipality, KwaZulu-Natal; to identify the types of intimate partner violence IPV experienced by men in the Jozini Municipality, KwaZulu-Natal; and to develop strategies to reduce IPV experienced by men in the Jozini Municipality, KwaZulu-Natal.
The Social Learning Theory by Bandura (1963) underpinned this study that used the interpretivism research paradigm to enable the study participants to narrate their daily lived experiences. Hence, the study used the qualitative research approach during data collection. The qualitative data were gathered through interviews with open-ended questions among men who had experienced abuse by their intimate partners. The study adopted purposive and snowball sampling to identify the targeted population, who were twelve (12) men who had experienced IPV by their female partners to participate in interviews conducted by the researcher. The study also used an in-depth literature review and document analysis, as part of the qualitative content analysis. The data was analyzed using thematic analysis whereby themes and narrations were extensively used to explain the men’s experiences of IPV.
The study recognized the wealth of knowledge on the concept of ‘IPV’ by the participants. The findings revealed that men are abused by women in an intimate relationship. Additionally, the terminology ‘IPV’ among men had a common meaning, even though it was explained in many different ways. For example, the findings showed that IPV means an intimate partner who may use insulting words, deprive the other partner of sexual intercourse and not allow the other partner to see and be visited by his/her family members. The findings demonstrated that men do not report cases of IPV to the relevant authorities but only to the in-laws and family members. Additionally, it was discovered that men do not report cases of IPV to authorities because they are not taken seriously and end up being ridiculed in the very centers from which they seek help. It was noted that in instances where men do report cases of IPV to the police station, they tend to receive gender-stereotyped treatment because IPV is widely viewed as an issue affecting women only. The issue of confidentiality also becomes a factor as police personnel are members of the community, therefore the absence of discretion means that the men with cases of IPV end up being mocked in the community. It was also established that one of the main causes of IPV against men is the hunger for power by women; women deprive men of sexual intercourse, due to insufficiency of money to support the family, cheating, just to mention a few.
The study demonstrated that there were solutions that could work effectively in their suffering. Firstly, the public should believe that IPV against men is not a joke, but a reality. Secondly, the police stations, where men report cases of IPV, should treat their complaints with the seriousness and urgency they deserve; and should not make it a laughing matter. Thirdly, government should take cases of IPV against men as a serious act by addressing it with the same enthusiasm and tenacity used when addressing violence against women and children.
The study recommended that the most crucial strategies for eliminating IPV against men is to conduct additional research on this phenomenon, and raise awareness through campaigns on IPV against men, to mention a few. More studies can be conducted in Jozini as there are high incidents of IPV against men in the municipality.
The full mini-dissertation is available in the University of Zululand Institutional Repository
English grammar in Foundation of Education
No full textA Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Foundation Education at the University of Zululand, South Africa [2024].A central concern in education, internationally and in South Africa, is to enhance
learners’ grammar accuracy. However grammatical problems exist in spite of efforts tocounter this. Some researchers have explored the issue of grammar focusing on EFAL (EFAL) learners. There is, however, insufficient literature that looks into grammar difficulties encountered by learners doing EFAL, particularly in Grade 5. Hence this study investigated means of enhancing grammar accuracy for learners doing EFAL in Grade five in a selected primary school at uMfolozi circuit. The study investigated the deep and underlying realities relating to the challenges faced by EFAL learners in writing grammatically correct sentences and also the factors that contribute to these challenges, taking into account the issue of parental involvement and limited exposure to reading material, which seems to have a huge impact on performance.
In exploring these issues, the study adopted a qualitative approach to ensure credibility and trustworthiness of the study. The data gathering process was in the form of semistructured interviews and thematic analysis. One school that uses EFAL as amedium of instruction medium in uMfolozi Circuit in the King Cetshwayo District waspurposively selected to form the context of the study. In this school English is taught as a subject in Grade five. There were 10 participants (6 Grade five learners and 4 Grade five English teachers who have been in the field for more than five years).
The findings of the study revealed that EFAL learners have difficulties in grammar,
particularly when writing. This came to light when participants shared their experiencesand struggles in understanding the rules of grammar when writing. It was also noted that some grammar challenges were influenced, among other issues, by learners’ heavy reliance on their mother tongue