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Quality assurance practices in eLearning : a case of Namibian College of Open Learning (NAMCOL)
No full textELearning has become increasingly critical in the mediation of content and facilitation of learning and learning mode in education institutions and corporate training. Not to mention, the rapid growth of information communication and technology has also brought significant changes in the practice of eLearning. With the introduction of eLearning programmes, there is an expectation by stakeholders of high-quality teaching and learning. However, several scholars indicate that there is doubt in the quality of eLearning programmes at many institutions around the world. The purpose of the qualitative descriptive case study design was to determine and eventually narrate the quality of eLearning and quality assurance practices in the development and implementation of eLearning modalities at NAMCOL. Subsequent to the outcomes of the study was to create an eLearning quality model that would enhance the quality of eLearning at NAMCOL. The purpose highlights the interest of the researcher in gaining an insight by analysing the experiences of the participants on the quality and quality assurance approaches in eLearning at NAMCOL, by understanding the participants in their own voices. The study findings revealed that quality is multi-dimensional thus each participating category defined quality eLearning according to how it related to them. Based on the participants’ experiences, the institution seemed to have done fairly well to ensure quality of teaching and learning through eLearning. Findings pointed to a number of quality assurance measures employed by the institution to ensure quality eLearning, such as: recruitment of appropriately qualified academics and tutors (part-time), team approach for the development of e-content, programme review, external audits, training interventions, establishment of LMS and computer laboratories with internet connectivity among others. Based on the findings, the study has put forward some recommendation aimed at addressing and mitigating the above identified deficiencies: thorough induction to part-time tutors on the policies and guideline document related to eLearning; close collaboration must be established among key departments such as programme development, student support and IT departments. Strategies need to be employed to facilitate close collaboration between subject content and technology experts for cross fertilisation of knowledge and skills. Readiness evaluation need to be conducted to identify tutor and student training needs and ensure the provision of a need-based training and responsive student support. Similarly, there is a need to provide continuous training on the development and teaching of online e-content and make it mandatory for content developers and tutors/facilitators for eLearning.D. Phil. (Education Management)Educational Leadership and Managemen
Psycho-emotional challenges experienced by COVID-19 infected healthcare workers: A phenomenological study
No full textThe emergence of the coronavirus disease 2019 (COVID-19) has had a negative impact on the psychological and mental wellbeing of healthcare workers. The purpose of this study was to explore and describe the psychological and emotional challenges that healthcare workers experienced when they contracted COVID-19.An interpretative phenomenological approach was undertaken. In-depth interviews were used to collect data virtually from ten purposefully sampled healthcare workers. The findings of the study revealed that participants experienced negative emotions, overwhelming stress as a result of poor communication of COVID-19 results, self-blame in contracting the infection, fear of dying from COVID-19, infecting others, and reinfection. Furthermore, psychological distress related to uncertainty regarding COVID-19 infection/recovery, uncertainty worsened by lack of institutional support resulting in stress, confusion, shock and frustration. Lastly, stigma and discrimination related to COVID-19 infection were common experiences and were evidenced by rejection by colleagues, stigmatisation of families, and fear of disclosure of the positive COVID-19 results. In conclusion, emphasis is placed on providing comprehensive, differentiated psychosocial support to the healthcare
workers who have contracted COVID-19 to enhance their mental wellbeing during
and after the pandemic.College of Human Science
Ibhalansi yomsebenzi nempilo yothisha bezikole zamabanga aphakeme base- Afrika: uphenyo lwe-hermeneutic phenomenological inquiry
No full textText in English with summaries and keywords in English, Zulu and XhosaThe purpose of this study was to explore the work-life balance (WLB) of Black
African high school educators in an African context. African high school educators
are confronted with multifarious and unique work-life challenges such as excessive
workloads, resource shortages, indiscipline, a lack of parental involvement and
abnormally high teacher-pupil ratios, which presented an opportunity to explore the
research question: “How do Black African educators experience WLB in a high
school context?” For an in-depth inquiry, a qualitative research approach was
employed, using a hermeneutic phenomenological methodology. Data was collected
using semi-structured interviews. Interpretive Phenomenological Analysis (IPA) was
employed to analyse data. The outcomes of this inquiry confirmed contemporary
research on the subjectivity of WLB, which is evident in the manner in which Black
African high school educators allocate time, energy and attention. The findings
demonstrated that Black African high school educators have mixed experiences of
WLB as both work-life conflict and work-life enrichment, which hinders their ability to
fully integrate these two domains. Based on the outcomes of the inquiry, organisations can formulate policies and adopt work-life strategies that promote wellbeing
of educators so that they can operate optimally in both work and life domains.Inhloso yalolucwaningo bekuwukuhlola ibhalansi yempilo yomsebenzi pheqelezi
ngokufingqiwe, yothisha basezikoleni zamabanga aphezulu abamnyama base-Afrika
esimeni sase-Afrika. Othisha basezikoleni zamabanga aphakeme base-Afrika
babhekene nezinselelo eziningi neziyingqayizivele yokuphila komsebenzi
njengomthwalo omningi, ukushoda kwezinsiza, ukungabi nasimilo, ukuntuleka
ukuzibandakanya kwabazali kanye nezilinganiso eziphakeme ngendlela engavamile
zothisha nabafundi, okunikezwe ithuba lokuhlola umbuzo wocwaningo: “Othisha
abamnyama base-Afrika bayithola injani ibhalansi yempilo yomsebenzi esikoleni
samabanga aphakeme?” Ukuze kwenziwe uphenyo olunzulu, kusetshenziswe
indlela yocwaningo elisezingeni eliphezulu, kusetshenziswa indlela yocwaningo lwehermeneutic
phenomenological. Umniningwane noma i-datha iqoqwe
kusetshenziswa izingxoxiswano ezingahlelekile. I-interpretive Phenomenological
Analysis (IPA) yasetshenziswa ukuze kuhlaziywe idatha. Imiphumela yaloluphenyo
iqinisekise ucwaningo lwesimanje mayelana nokuthobela, okubonakala indlela othisa
basezikoleni zamabanga aphezulu base-Afrika abamnyama ababa ngayo isikhathi
Amandla nokunaka. Okutholakele kubonise ukuthi othisha basezikoleni zamabanga
aphezulu abamnyama base-Afrika banolwazi oluxubile lwe-WLB njenga lokhu okubili
ukungqubuzana kwempilo yomsebenzi nokunothisa impilo yomsebenzi okuvimbela
amakhono abo okuhlanganisa ngokugcwele lezi zizinda ezimbilia. Ngokusekelwe
emiphumeleni yophenyo, izinhlangano zingakha izinqubomgomo futhi zisebenzisa
amasu empilo yomsebenzi akhuthaza inhlalakahle yothisha ukuze bakwazi
ukusebenza ngokugcwele kuzo zombili izizinda zomsebenzi nempilo.Morero wa nyakišišo ye ke go hlotletša work-life balance (WLB) ya Batutiši ba dikolo
tše di phagamego ba Bathobaso ka tshwaragano ya se Afrika. Baruriši ba
Bathobaso ba mekamekane le mehutahuta le moswananoši wa mabothata a worklife
a go swana le morwalo wa mošomo wo mo ntši kudu, tlhokego ya methopo,
maitshwaro a baithuti, tlhokego ya botšeakarolo ba batswadi le direšio tša go
setlwaelege tša barutuši le barutwana, tše di hlagišitšego monyetla wa go hlotletša
potšišo ya nyakišišo: “Barutiši ba Bathobaso ba itemogela bjang WLB
tshwaraganong ya sekolo?” Go nyakišišo ye e tseneletšego, dinyakišišo tša mokgwa
wa khwaliteitifi o šomišitšwe, go šomišwa methotolotši wa fenomenolotši ya
hemeniki. Go kgobokantšhitšwe data ka tšhomišo ya dipoledišano tša semistructured.
Intepretive Phenomelogical Analysis (IPA) e šomišitšwa go sekaseka
data. Dipoelo tša nyakišišo ye di netefaditše dinyakišišo mo go sapotšektifiti ya WLB,
ye e bonalago ka mokgwa woo baruti ši ba Bathobaso abago nako, maatla le go fa
šedi.
Tše di hweditšwego di laeditše gore barutiši ba Bathobaso ban a le maitemogelo a
go fapafapana a WLB go swana le thulano ya work-life le kaonafatšo ya work-life,
tše di thibelago bokgoni bja bona bja go hlakanya di domeini tše pedi tše. Go ya ka
dipoelo tša nyakišišo, mekgatlo e ka hlama melaotheo (policies) gomme di thwale
disetratetši tše di godišago gobeng botse ga barutiši gore bankgone go šoma ka
botlalo mo go mošomoi le didomeine tša bophelo.M. Comm.Industrial and Organisational Psycholog
A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University
Get PDFThis study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015)
was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency
distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of
online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who
design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank.Educational Foundation
Learners’ perceptions of the Eswatini general certificate of secondary education (EGCSE) with particular reference to English literacy in the Hlathikhulu cluster schools
Get PDFEnglish proficiency is a ticket to academic success and opens doors to better career prospects in many parts of the world. However, English Language is a challenge to learners in the Kingdom of Eswatini and their performance in external examinations is compromised due to low English literacy levels. To investigate the problem, the study explored learners’ perceptions of the Eswatini General Certificate of Secondary Education (EGCSE) with particular reference to English literacy in the Hlathikhulu cluster schools. Using an embedded mixed method design, 120 Grade 11 learners (55 males and 65 females) were selected from six schools within the Hlathikhulu cluster. The schools were selected using simple random sampling, whereas the learners were selected purposively. Data were collected using semi-structured interviews using open-ended questions, a structured questionnaire as well as a language literacy test. Qualitative data were analysed using thematic content analysis whereas quantitative date were analysed using both descriptive and inferential statistics, particularly Spearman’s correlation. The findings revealed that a majority of learners had positive perceptions about English literacy; despite some challenges that hinder learners from attaining the highest level of literacy in English. The findings further indicated that nearly all the respondents used some form of learning strategies to mitigate the challenges. As revealed by the findings, the strategies were helpful to most leaners although the learners were still not happy that their overall performance in English literacy. The inferential statistics showed a strong correlation between language strategy use and performance as well as perception and performance. Based on the findings, the study concluded that despite having difficulties, learners had positive perceptions about English Literacy, and that that the use of learning strategies underscores the leaners’ determined efforts to pass the subject. By focusing on the learners, the study advances scientific knowledge as it taps into a less researched territory.
Overall, the findings have implications for improving language teaching and learning in Eswatini and other contexts where English is a second language.Emhlabeni wonkhe jikelele, kwati lulwimi lwesiNgisi ngekwelucophelelo lelisetulu kuyayivula iminyango yemadlelo laluhlata kutekusebenta. Noma kunjalo, kepha lolulwimi lwesiNgisi luta netingcinamba kubafundzi eveni laseSwatini, kufaka ekhatsi, kungasiphasi kahle lesifundvo ikakhulukati eluhlolweni lolukhulu lwangephandle. Imbangela yalokungaphasi kahle lesifundvo, lizinga lelincane bafundzi labasati ngaso lesifundvo sesiNgisi. Kucwaningwa imbangela yalokufeyilwa kangaka kwalesifundvo,kubukwe indlela labacondza ngayo lesifundvo sesiNgisi, bafundzi besitifiketi lesijwayelekile semfundvo lephakeme Eswatini (EGCSE), lakhona kubukwe kakhulu bafundzi labasetikolweni letibutsene kaHlathikhulu. Ngekusebentisa indlela yelucwaningo lebhicako, kwakhetfwa bafundzi labalikhulu nemashumi mabili (emashumi lasihlanu nesihlanu, lokubafana, kanye nemashumi lasitfupha nesihlanu lokumantfombatana). Tikolwa betingenele lolucwaningo takhetfwa ngalokungahlelwa, kani bafundzi bona bakhetfwa ngenhloso, kubukwa tingoni letitsite. Kukoleka i-datha, uMcwaningi wasebentisa; imibuto levuleke kancane wacococisana nabo bafundzi; liphepha lelineluhlu lwemibuto; kanye nesivivinyo selulwimi lwesiNgisi lesicwaninga lizinga umfundzi lati ngalo lolulwimi. Idatha leyatfolakala nakucociswana nebafundzi yahlatiywa, yabutsiswa ngetigcikitsi, kani lena yesivivinyo selulwimi lwesiNgisi neyeluhlwa lwemibuto lebhalwe phasi yona ihlatiywe ngendlela yaSpearman yekubuka budlelwano (ngekubuchaza nangekubucabanga). Lolucwaningo naselentiwe, luvete kutsi linyenti lebafundzi linembono lomuhle ngesiNgisi noma nje banato tingcinamba letivimba kutsi lolulwimi bagcine bangalwati ngalokusezingeni lelisetulu. Kuvelile futsi, kutsi linengi labo bafundzi basebentisa tinsita kufundza kulwa netingcinamba labahlangana nato nabafundza siNgisi. Bafundzi baveta kutsi noma beva ngatsi letinsita kufundza tiyabasita kufundza siNgisi, kepha abagculiseki ngelizinga lesolo baphasa ngaso lesifundvo sesiNgisi. Tibalo kulolucwaningo tikhombise kutsi kunebudlelwano lobukhulu emkhatsini wekusebentisa; tinsita kufundza; indlela bafundzi lababuka ngayo siNgisi; kanye nendlela labaphasa ngayo lesifundvo. Kuphetsa; lokungashiwo kutsi noma bafundzi banebulukhuni ngalesifundvo sesiNgisi, kepha bona basitsatsa kahle lesifundvo, kungako betama konkhe lokusemandleni kusebentisa tinsita kufundza lokukhomba kutikhandla ngalolulwimi. Ngekugcila kwalolucwaningo kubafundzi, lutfutfukisa lwati kutebucwephesha ngoba lubuke ingoni lengakavami kubukwa baCwaningi, kani ke, nemiphumela yalolucwaningo itawusita kakhulu indlela lokufundvwa ngayo nendlendlela lekufundziswa ngayo lesifundvo sesiNgisi, eveni laseSwatini kanye nakulamanye emave lakhona lolulwimi lufundvwa njengelulwimi lwesibili.Engelsvaardigheid is ‘n kaartjie na akademiese sukses en maak deure oop na beter loopbaanvooruitsigte in baie dele van die wêreld. Engelse Taal is egter ‘n uitdaging vir leerders in die Koninkryk van Eswatini en hul prestasie in eksterne eksamens word benadeel as gevolg van lae Engelse geletterdheidsvlakke. Om die probleem te ondersoek, het die studie leerders se persepsies van die Eswatini Algemene Sertifikaat van Sekondêre Edukasie (EASSE) ondersoek met spesifieke verwysing na Engelse geletterdheid in die Hlathikhulu-klusterskole. Deur ‘n ingebedde gemengde metode-ontwerp te gebruik, is 120 graad 11-leerders (55 mans en 65 vroue) uit ses skole binne die Hlathikhulu-kluster gekies. Die skole is deur eenvoudige ewekansige steekproefneming geselekteer, terwyl die leerders doelbewus geselekteer is. Data is ingesamel deur gebruik te maak van semi-gestruktureerde onderhoude deur oop vrae, ‘n gestruktureerde vraelys sowel as ‘n taalgeletterdheidstoets te gebruik. Kwalitatiewe data is ontleed deur tematiese inhoudsanalise te gebruik, terwyl kwantitatiewe datum ontleed is deur gebruik te maak van beide beskrywende en inferensiële statistieke, veral Spearman se korrelasie. Die bevindinge het aan die lig gebring dat ‘n meerderheid leerders positiewe persepsies oor Engelse geletterdheid gehad het; ten spyte van sommige uitdagings wat leerders verhinder om die hoogste vlak van geletterdheid in Engels te bereik. Die bevindinge het verder aangedui dat byna al die respondente een of ander vorm van leerstrategieë gebruik het om die uitdagings te versag.Soos deur die bevindinge aan die lig gebring, was die strategieë nuttig vir die meeste leergangers, hoewel die leerders steeds nie tevrede was met hul algehele prestasie in Engelse geletterdheid nie. Die inferensiële statistieke het ‘n sterk korrelasie getoon tussen taalstrategiegebruik en prestasie asook persepsie en prestasie. Op grond van die bevindinge het die studie tot die gevolgtrekking gekom dat leerders, ondanks probleme, positiewe persepsies oor Engelse Geletterdheid gehad het, en dat die gebruik van leerstrategieë die leerders se vasberade pogings om die vak te slaag onderstreep. Deur op die leerders te fokus, bevorder die studie wetenskaplike kennis namate dit ‘n minder nagevorsde gebied inskakel.Oor die algemeen het die bevindinge implikasies vir die verbetering van taalonderrig en -leer in Eswatini en ander kontekste waar Engels ‘n tweede taal is.M.A. (Applied Linguistics)Linguistics and Modern Language
Strategies for optimisation of the quality of tuberculosis care services in public health centres of Addis Ababa, Ethiopia
No full textOptimising the use of existing tools and improving the quality of care, which has been a missing ingredient in TB care services, could prevent half of all TB deaths (Pai & Temesgen 2019:12-13). The purpose of this study was to develop strategies for the optimisation of the quality of TB care services.
A convergent parallel mixed-methods design based on pragmatism paradigm was employed. The research was done in two phases. The first phase of the study included quantitative and qualitative parts that described and explored the quality of TB care services from the perspectives of TB patients and healthcare providers respectively. The findings were used as evidence in the development of strategies. Sampling design was applied and aligned with the methods used within the mixed-methods design.
Quantitative data were collected from 441 TB patients using a questionnaire. This represented a 97% response rate. Descriptive and logistic regression analysis were done using Epi Info and SPSS software. Qualitative data were obtained through in-depth interviews with 10 healthcare providers using an interview guide. Data were transcribed and thematic analysis was employed using Atlas ti software in the second part of phase one.
The quantitative and qualitative findings were integrated and used as the basis for the development of strategies. Six major thematic areas were identified. It was possible to align the six thematic areas with the Donabedian model. Strategies, actions relevant to
the strategies and rationale of the strategies were proposed under each identified theme. The interim strategies were validated by a purposively selected 13-member panel of experts in two rounds of Delphi technique and finally 11 strategies were approved.
The study identified the need to provide integrated, comprehensive, competent, and patient-centred quality TB prevention, diagnostic and treatment services in the health centres.D. Phil. (Public Health)Health Studie
Effects of Moringa Oleifera on haematology and growth performance of Blanthrax vaccinated castrated Bapedi goats
No full textBaPedi goats play a substantial role in the economy of the Limpopo province and contribute to food security in smallholder farming communities. However, livestock diseases are a major problem in hot provinces where droughts and harsh environmental conditions often trigger soil-borne diseases such as anthrax. Livestock farmers conduct vaccination programs that are essential for the health of their animals. However, factors such as malnutrition may cause a poor immune response in animals, thus, the vaccine may fail to achieve the desired outcome. The study aimed to ascertain the immunomodulatory effects of M. oleifera leaves supplemented to the diets of castrated BaPedi goats following vaccination with Blanthrax vaccine. The study also evaluated the effect of different drying methods on the nutritional content of M. oleifera leaves. The present study revealed that M. oleifera leaves are rich in minerals and crude protein. Significant differences in means (p0.05) were observed amongst means for haemoglobin (Hb), red blood cells (RBC), haematocrit, mean corpuscular (MCV), mean corpuscular haemoglobin (MCH), red cell width (RCDW), white cell count (WCC), lymphocytes, and eosinophils. Out of the parameters that were evaluated, only the means for platelet and monocyte counts showed significant differences (p0.05) amongst growth performance and feed efficiency parameters. Results of the present study indicate that M. oleifera leaves can be used as a feed supplement without having any adverse effects on the blood parameters of BaPedi goats.M. Sc. (Agricultural and Animal Health)Agriculture and Animal Healt
The development of reading literacy skills in the early years of primary schooling : a case of Zimbabwean schools
Get PDFAbstracts in English, Zulu and AfrikaansReading literacy is the key to all learning and success in life, especially in this information age. The effects of reading failure include poor performance at school and tertiary level, limited job opportunities and constrained participation in society. This study aimed to investigate the development of reading literacy among Grade 3 and 4 learners in four schools in Gweru. The study was informed by cognitive-linguistic models of reading that acknowledge the role of contextual variables in reading development. A mixed method approach was adopted where reading comprehension (RC), oral reading fluency (ORF), observations and interviews were carried out with the relevant participants from the four schools. Grade 3 and 4 syllabus documents and textbook excerpts were also analysed.
The assessment results showed that learners had challenges with both reading fluency and reading comprehension. A strong relationship between RC and ORF was found across the grades; confirming what other studies have found. On the other hand, the classroom observations and teacher interviews highlighted the shortcomings that exist in the teaching and learning of reading literacy, with little attention given to explicit reading instruction.
The analysis of the syllabus documents showed that reading literacy does not assume a prominent position in the syllabus, and few current evidence-based guidelines are provided as to how reading should be taught, assessed and monitored. With regard to the analysis of textbooks, information texts were generally beyond the learners’ grade levels while the narrative texts were below the grade levels. Both scenarios are detrimental to the development of reading literacy skills.
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It is therefore recommended that the syllabus be upgraded so that it includes the current issues and trends in reading literacy development. At the same time educators should also continuously receive in-service training and material resources appropriate for reading literacy instruction. Teacher training institutions should consider revamping the reading literacy curriculum and making a number of reading courses compulsory in order to equip the preservice teachers with relevant pedagogic and content knowledge on reading literacy instruction. Given the close relationship between decoding and reading comprehension, pedagogical attention should be given to evidence-based best actice for the development of both decoding and meaning making skills and strategies.
The curriculum developers should consider working with local and regional reading experts in order to improve on the syllabus content. They should also consider engaging reading experts when creating reading material as well as to subject the texts to rigorous analyses before availing them for use in schools. The government should also channel more resources to the acquisition of reading material in the schools and to develop programmes which aim to advance reading literacy development among primary school learners in order to build a strong foundation during the early stages of learning since this has far reaching effects.
Key words: reading literacy, oral reading fluency, reading comprehension, decoding, foundation phase, classroom practices, information texts, narrative texts, vocabulary profilesD. Phil. (Languages, Linguistics and Literature)African Language
Religion, conflict, and politics: an analysis of Gramsci's concept of subaltern in Kenya
Get PDFKenya as a heterogeneous society has always faced the problem of ethnicity. Religio-ethnic political competition and mobilization of sources have become the defining aspects of electoral politics in Africa. In Kenya, religion, politics, cash, and ethnicity are frequently inseparable. This dissertation analyses the changing roles of mainline churches in public life by examining the perceived loss of the clergy's prophetic voice in mainline church buildings and the emergence of different voices in the context of increasing ethnicity and non-secular pluralism in a multicultural space examined. Using Gramsci's concept of hegemony and subalternity, the dissertation questions the politics of ethnic reconciliation in Kenya to provide options for ethnic concord that have been either misunderstood or left out by the elites. Using Gramsci’s thinking of hegemony and subalternity, the dissertation will first of all study the role of civil society in legitimizing and resisting state hegemony and secondly examine the socio-political underpinnings of counter-hegemonic politics in post-2007 Kenya.M.A. (Religious Studies)Religious Studies and Arabi
Exploring teacher-and-school management relationships in selected secondary schools in Pietersburg circuit
Get PDFTo explore teacher-and-school management relationships in three secondary schools in Limpopo's Pietersburg Circuit, this study used a multiple case study design anchored in an interpretive research paradigm. Thematic analysis was used to analyse data obtained from interviews, observations, and document analysis. The findings revealed strained relationships between teachers and school management at all three schools. The contributing factors included lack of communication, autocratic leadership, uncaring and unsupportive management, excluding teachers from decision-making, unfair allocation of workload, teachers' failure to meet deadlines, favouritism, lack of openness and transparency, insubordination, politics on promotional posts, violation of policies, late coming, not leading by example, dress code, and inappropriate friendships at work. Thus, teachers were demoralised and demotivated. They sat in their staffrooms when they should be in class, dragged their feet to class, and showed a lack of commitment. Some teachers developed strategies to sabotage school management, while others withdrew their active participation in meetings and disengaged from assisting the school management in achieving school goals. As a result, learner misbehaviour increased, syllabus coverage was impaired, and learners' performance worsened. Teachers proposed that school principals should treat all teachers equally, allocate workload equitably, involve teachers in decision-making, stop being autocratic, model good behaviour, report for work early, be caring and supportive, listen to and address teachers' concerns, understand that communication is a two-way process, communicate important information timely and through the appropriate channels, be humble and open to criticism, be honest and transparent, assist teachers in enforcing learner discipline, reprimand teachers who engage in unprofessional behaviour without discrimination, and recommend teachers for promotion based on merit, competence, and qualifications. Based on these findings, the researcher suggests that principals, deputy principals and heads of department receive comprehensive training on how to create positive relationships with teachers in order to enhance effective teaching and learning.M. Ed. (Educational Leadership and Management)Educational Leadership and Managemen