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Exploring barriers to career advancement of women managers in a city Metro in Gauteng Province
No full textText in English with abstract in Afrikaans and TswanaNumerous studies have been conducted to ascertain reasons why women do not advance in senior roles at the same rate as men. Even though more women are getting to higher job levels and the economy has seen their increased participation, more than half of the female working class in South Africa end up in non-managing roles. This study delved into obstacles that women leaders face in the Gauteng Province City Metro. Despite their dominance in the local government, women are significantly underrepresented in senior roles. The Gauteng Province City Metro was studied to uncover the challenges hindering women advancement to senior positions. A triangulation of theories, including the theory of gender and the theory of gender inequality, was adopted to guide data collection and analysis in the study.
The researcher interviewed five female managers and five male managers within the Gauteng Province City Metro, to gain an understanding of their experiences and perceptions towards barriers to women career advancement. Thematic analysis was used to analyse the collected data. The collected data were interpreted through a gender lens. Integrating the participants’ experiences with relevant literature, allowed the researcher to gain a better understating about the encumbrances women face in career advancement. The results of the study indicate that barriers to women career advancement are caused by gender inequality and gendered organisations.
The study confirmed that women are under underrepresented in senior roles of the organisation. Therefore, it was concluded that women managers encounter career trajectories in the Gauteng Province City Metro. Participants recommended the implementation of various strategies to circumvent encumbrances to women career advancement. Based on the findings of the study, it is recommended that a research be conducted on the encumbrances to career advancement that affect men, women and members of the LGBTQA+ community to ensure a comprehensive understanding of barriers to career advancement. Actions to support the career advancement of women within the organisation, with a view to increased female participation in senior roles are suggested in the study.Talle studies is uitgevoer om redes vas te stel waarom vroue nie in senior rolle teen die tempo van mans vorder nie. Selfs al word meer vroue tot hoër posvlakke bevorder en is hulle meer aktief betrokke by die ekonomie, beland meer as die helfte van die vroulike werkersklas in Suid-Afrika in nie-bestuursrolle. Hierdie studie ondersoek struikelblokke wat vroueleiers in die Gautengprovinsie-Stadsmetro ervaar. Ten spyte van hulle oorheersing in die Plaaslike Regering, is vroue aansienlik onderverteenwoordig in senior rolle. Om die uitdagings wat vroue se vordering tot senior posisies belemmer, te ontbloot, word die Gautengprovinsie-Stadsmetro bestudeer om hindernisse vir vroue se loopbaanbevordering te ontdek. Die studie aanvaar 'n triangulasie van teorieë, insluitend die teorie van geslag en geslagsongelykheid om data-insameling en -analise te rig.
Die navorser het onderhoude gevoer met vyf vroulike bestuurders en vyf manlike bestuurders in die Gautengprovinsie-Stadsmetro om hulle ervarings en persepsies van hindernisse tot vroueloopbaanbevordering te verstaan. Tematiese analise is gebruik om die versamelde data te ontleed. Die integrasie van die deelnemers se ervarings met relevante literatuur het die navorser in staat gestel om die hindernisse wat vroue in loopbaanbevordering ervaar beter te verken. Die studie dui aan dat die struikelblokke vir vroueloopbaanbevordering veroorsaak word deur geslagsongelykheid en organisasies wat op geslag fokus. Dus is ingesamelde data deur die geslagslens geïnterpreteer.
Die studie het bevestig dat daar onderverteenwoordiging van vroue in senior rolle van die organisasie is. Daarom word tot die gevolgtrekking gekom dat vrouebestuurders loopbaantrajekte in die Gautengprovinsie-Stadsmetro teëkom en stel deelnemers voor dat verskeie strategieë geïmplementeer moet word om struikelblokke vir vroueloopbaanbevordering te omseil. Die studie beveel verder navorsing aan oor die struikelblokke tot loopbaanbevordering wat mans, vroue, insluitend die LGBTQA+-gemeenskap raak, om ’n omvattende begrip van hindernisse tot loopbaanbevordering te verseker. Die navorsing stel optrede voor om die loopbaanbevordering van vroue binne die organisasie te ondersteun, met die oog op verhoogde vroulike deelname in senior rolle.Go dirilwe dipatlisiso di le mmalwa go batlisisa mabaka a a bakang gore basadi ba se ke ba tswelela pele mo ditirong tse dikgolwane ka seelo se se bapisiwang le se banna ba tswelelang ka sona. Le fa basadi ba le bantsi ba godisiwa go ya kwa magatong a a kwa godingwana a tiro e bile go nnile le karolo e e oketsegileng e ba e tsayang mo ikonoming, go feta halofo ya badiri ba e leng basadi mo Aforikaborwa ba feleletsa ba le mo ditirong tse e seng tsa botsamaisi. Thutopatlisiso e lebelela dikgoreletsi tse di itemogelwang ke baeteledipele ba basadi mo Lekgotlatoroponglegolo la Porofense ya Gauteng. Le fa ba le bantsi mo Pusoselegaeng, basadi ga ba na kemedi e ntsi mo maemong a magolwane. Go bona dikgwetlho tse di kgoreletsang go gola ga basadi go ya kwa maemong a magolwane, go batlisisiwa Lekgotlatoropolegolo la Porofense ya Gauteng go bona dikgoreletsi tsa kgolo ya basadi mo ditirong. Thutopatlisiso e dirisa ditiori di le mmalwa, go akarediwa tiori ya bong le go tlhoka tekatekano ya bong, go kaela kokoanyo le tokololo ya datha.
Mmatlisisi o botsoloditse batsamaisi ba le batlhano ba basadi le batsamaisi ba le batlhano ba banna mo Lekgotlatoropolegolong la Porofense ya Gauteng, go tlhaloganya maitemogelo le melebo ya bone malebana le dikgoreletsi tsa tswelelopele ya basadi mo ditirong. Go dirisitswe tokololo ya merero go lokolola datha e e kokoantsweng. Go kopanya maitemogelo a batsayakarolo le dikwalo tse dingwe tse di maleba go kgontshitse mmatlisisi go tlhaloganya botoka dikgoreletsi tse basadi ba kopanang natso mo tswelelopeleng ya mo tirong. Thutopatlisiso e supa gore dikgoreletsi tsa tswelelopele ya basadi mo ditirong di bakwa ke go tlhoka tekatekano ya bong le ditheo tse di sekametseng mo letlhakoreng la bong. Ka jalo, datha e e kokoantsweng e lebeletswe ka leitlho la bong.
Thutopatlisiso e tlhomamisitse gore go na le kemedi e e kwa tlase ya basadi mo maemong a magolwane mo setheong. Ka jalo, go sweditswe gore batsamaisi ba basadi ba itemogela dikgoreletsi mo tirong mo Lekgotlatoropolegolong la Porofense ya Gauteng mme batsayakarolo ba atlenegisa gore go tsenngwe tirisong ditogamaano tse di farologaneng go efoga dikgoreletsi tsa tswelelopele ya basadi mo ditirong. Gape thutopatlisiso e atlenegisa gore go dirwe patlisiso ya dikgoreletsi tse di gone tsa tswelelopele ya mo tirong tse di amang banna, basadi, le setlhopha sa LGBTQA+ go netefatsa gore go tlhaloganngwa dikgoreletsi tsa tswelelopele ya mo tirong ka botlalo. Thutopatlisiso e tshitshinya dikgato tsa go tshegetsa tswelelopele ya ditiro tsa basadi mo setheong, ka maikaelelo a go oketsa seabe sa basadi mo maemong a a kwa godingwana.M. Com. (Industrial and Organisational Psychology)Industrial and Organisational Psycholog
Predictive effects of supply chain coordination and relationship commitment on small and medium enterprise performance in South Africa
No full textThe dynamic and competitive business environment in South Africa presents both significant challenges and opportunities for small and medium enterprises, particularly in their pursuit of operational resilience and sustained competitiveness. This study aims to develop and empirically validate a comprehensive framework for enhancing supply chain coordination, relationship commitment, and supply chain performance tailored to the unique context of South African SMEs.
A quantitative research approach was adopted, utilising a cross-sectional survey design. Data were collected from 500 supply chain management professionals across SMEs located in Limpopo and Gauteng provinces. The analysis employed partial least squares structural equation modelling (PLS-SEM) using SmartPLS (version 4.0) alongside descriptive and inferential statistical techniques via SPSS (version 29.0). The results indicate that key dimensions of SCC namely top management commitment, mutual understanding, and information flow have a significant positive effect on SCRC. Interestingly, the decision-making component of SCC exhibited a significant negative effect on relationship commitment, suggesting the need for a more strategic alignment of decision-making practices. Furthermore, SCRC was found to significantly enhance three critical dimensions of SCP: efficiency, quality, and responsiveness.
This study contributes to the theoretical understanding of SCM by clarifying the mediating role of relationship commitment within SME supply chains. Practically, it offers a validated framework that SMEs can adopt to strengthen coordination mechanisms, foster relational capital, and improve performance outcomes. The findings also provide valuable insights for policymakers and support institutions aiming to build capacity and competitiveness within the SME sector. By contextualising SCM principles to the realities of South African SMEs, this study adds original value to the limited empirical literature in this domain and opens new avenues for future research into SCM dynamics in emerging markets.D.B.L. (Business Leadership)Business Managemen
Stakeholders' perceptions of the effectiveness of Umalusi in the accreditation of independent private schools in Gauteng
No full textAbstracts in English, Zulu and TswanaUmalusi accreditation is aimed at improving teaching and learning at Independent Private Schools in South Africa. The study investigated the stakeholders’ perceptions of the effectiveness of Umalusi in the accreditation of Independent Private Schools in South Africa. The qualitative method was chosen to collect the data using semi-structured face-to-face interviews. The directors, principals and teachers were the participants from the selected two schools in Gauteng Province who were purposively chosen. The data were gathered using semi-structured interviews and document analysis. The findings guided the researcher to identify the shortfalls in the accreditation process and make recommendations regarding the process and for further studies. The study aimed to provide answers to increase the effectiveness and efficiency of Umalusi accreditation in Independent Private Schools in Gauteng Province. Umalusi accreditation will ensure that these schools meet the quality standards in teaching and learning in Independent Private Schools. The recommendations include criteria that will assist public officials when implementing educational policies after accrediting the Independent Private Schools.Ukugunyazwa kwe-Umalusi bekuhloswe ngayo ukuthuthukisa ukufundisa nokufunda ezikoleni ezizimele ezizimele esifundazweni saseGauteng. Ucwaningo luphenye imibono yababambe iqhaza ngokusebenza ngempumelelo kuka-Umalusi ekugunyazweni kwezikole ezizimele ezizimele esifundazweni saseGauteng.
Indlela yekhwalithethivu ikhethelwe ukuqoqa idatha kusetshenziswa izingxoxo ezihlelwe ubuso nobuso. Abaqondisi, othishanhloko kanye nothisha yibona ikakhulukazi ababambiqhaza bezikole ezimbili ezikhethiwe esifundazweni saseGauteng. Idatha yaqoqwa kusetshenziswa ucwaningo olusakhiwe kancane kanye nendlela yokusampula. Okutholakele kuqondise umcwaningi ukuthi abone imiphumela, kanye nezincomo zokuqhubeka nocwaningo locwaningo. Okutholwe kulolu cwaningo kukhomba ukushoda kwezincomo okumele zisetshenziswe ngokuhlangabezana nezinselelo. Imibono esetshenziswe kulolu cwaningo ibambelele ekwakheni ukwethembana kwababambe iqhaza ukuze kutholakale izikhala ekugunyazweni kwezikole ezizimele ezizimele esifundazweni saseGauteng. Lesi sahluko sizohlinzeka ngezimpendulo zokuphathwa ngempumelelo nangempumelelo kokugunyazwa kuka-Umalusi ezikoleni ezizimele ezizimele esifundazweni saseGauteng. Ukugunyazwa kuka-Umalusi kuzoqinisekisa ukuthi izikhungo zemfundo nezinhlelo ziyahlangabezana namazinga ekhwalithi ekufundiseni nasekufundeni Ezikoleni Ezizimele Ezizimele. Lokhu kuzosiza izikhulu zikahulumeni ukuthi zihambisane nemibandela ebekiwe lapho kusetshenziswa izinqubomgomo zemfundo ngemuva kokugunyaza izikole ezizimele ezizimele.Tumelelo ya Umalusi e ne e lebagane le go tokafatsa go ruta le go ithuta kwa Dikolong tse di Ikemetseng tsa Poraefete mo Porofenseng ya Gauteng. Thutopatlisiso e ne ya batlisisa maikutlo a batsayakarolo ka ga go atlega ga Umalusi mo go amogeleng dikolo tse di ikemetseng tsa poraefete mo porofenseng ya Gauteng.
Go ne ga tlhophiwa mokgwa wa go kgobokanya tshedimosetso ka go dirisa dipotsolotso tse di rulagantsweng sentle tsa sefatlhego le sefatlhego. Batsamaisi, bagokgo le barutabana e ne e le batsayakarolo ba ba tswang kwa dikolong tse pedi tse di tlhophilweng mo porofenseng ya Gauteng. Tshedimosetso e ne ya kgobokanngwa go dirisiwa mokgwa wa go dira dipatlisiso tse di rulagantsweng sentle le mokgwa wa go tsaya dikao. Se se fitlheletsweng se ne sa kaela mmatlisisi gore a bone se se fitlheletsweng le go dira dikakantsho tsa gore a dire dipatlisiso tse di oketsegileng. Se se fitlheletsweng mo patlisisong eno se supa makoa a dikakantsho tse di tshwanetseng go dirisiwa fa go itemogelwa dikgwetlho. Dithuto tse di dirisitsweng mo patlisisong e di ne tsa dirisiwa go aga boikanyo mo batsayakarolong go supa dipharologano mo go amogeleng dikolo tse di ikemetseng tsa poraefete mo porofenseng ya Gauteng. Kgaolo e, e tla neela dikarabo tsa go laola ka nonofo le ka bokgoni tumelelo ya Umalusi mo Dikolong tse di Ikemetseng tsa Poraefete mo Porofenseng ya Gauteng. Tumelelo ya Umalusi e tla netefatsa gore ditheo tsa thuto le mananeo a di fitlhelela maemo a boleng a go ruta le go ithuta mo Dikolong tse di Ikemetseng tsa Poraefete. Se se tla thusa badiredipuso go ikobela ditekanyetso tse di tlhomilweng fa ba diragatsa dipholisi tsa thuto morago ga go amogela dikolo tse di ikemetseng tsa poraefete.M. Ed. (Education Management)Educational Leadership and Managemen
Addressing the causes of the high dropout rate of Information Technology and Computer Science students in technical vocational education and training colleges
No full textAbstracts in English, Tsonga and ZuluThe study aimed to explore the high dropout rate of Information Technology and Computer Science (IT and CS) students at Nkangala Technical and Vocational (TVET) College. Student dropout negatively impacts the image of the college as very few students complete their studies in the course. This study was framed in the theoretical framework of school dropouts, which provided a detailed description of the events of dropout in the IT and CS course. There are many causes of school dropout, and exploring them is important for stressing the common points that constitute a starting point in clarifying mediation or prevention strategies. Twenty-two students who dropped out of the course and lecturers were purposely selected from the IT and CS Department of the College. The study adopted the qualitative case study design, with semi-structured interviews as the data collection method. The purposive sampling method was used to identify participants who were willing to give insight into the research problem under study. Students previously enrolled in the IT and CS course at Nkangala TVET College were chosen to participate in this study.
Data was analysed using the thematic analysis method, with four themes emerging from the findings. The findings revealed that the causes of IT and CS students’ dropout stem from personal challenges such as financial constraints, lack of resources, inadequate guidance, and a sense of inadequacy faced by these students. The findings also revealed the institution's lack of support and poor communication. The study recommends introducing student support services and guidance regarding this course. It is also recommended that the College improves communication between lecturers and students.Dyondzo yi kongomisiwile eka ku lavisisa mpimo wa le henhla wa ku tshika xikolo ka swichudeni swa Thekinoloji ya Mahungu na Sayense ya Tikhomputara (IT na CS) eKholeji ya Nkangala ya Xithekiniki na Ntirho (TVET). Ku tshika ka swichudeni swi tshikelela hi ndlela yo ka yi nga ri kahle xiyimo xa kholeji, tanihiloko swichudeni switsongo swinene swi hetisisa tidyondzo ta swona eka khoso leyi. Dyondzo leyi yi vumbiwile eka rimba ra thiyori ra lava tshikaku xikolo, leri nyikeke nhlamuselo leyi hetisekeke ya swiendlakalo swo tshika eka khoso ya IT na CS. Ku na swivangelo swotala swa ku tshika xikolo naswona ku swi lavisisa i swa nkoka ku tshikelela timhaka leti tolovelekeke leti vumbaka masungulo yo hlamusela hi ndlela leyi nga erivaleni ku nghenelela kumbe switirateji swo sivela. Swichudeni swa makume mbirhi mbirhi leswi tshikeke khoso na vadyondzisi va hlawuriwile hi xikongomelo ku suka eka Ndzawulo ya Kholeji ya IT na CS. Dyondzo yi amukerile dizayini ya xiyimo xa xikombisodyondzo, na tiinthavhiyu to vutisela swivutiso tanihi endlelo ro hlengeleta datara. Maendlelo ya sampulu yo hlawuriwa ya tirhisiwile ku kombisa vatekaxiave lava a va lava ku nyika mavonelo ya vona eka xiphiqo xa ndzavisiso lexi nga eku dyondziweni. Swichudeni leswi khale a swi tsarisile eka khoso ya IT na CS eka kholeji ya TVET ya Nkangala va hlawuriwile ku tekaxiave eka dyondzo leyi. Data yi xopaxopiwile hi ku tirhisa endlelo ra nxopanxopo wa tinhlokomhaka, laha ku humeke tinhlokomhaka ta mune eka leswi kumiweke. Swikumiwa swi paluxile leswaku swivangelo swa ku tshika ka swichudeni swa IT na CS swi huma eka mintlhontlho ya munhu hi yexe yo fana na swiphiqo swa timali, ku pfumaleka ka switirhisiwa, ndzetelo lowu nga ringanelangiki, na ku titwa va nga ringanelanga. Swikumiwa swi tlhele swi paluxa nkayivelo wa nseketelo na vuhlanganisi byo ka byi nga ri nyawuli hi vandla. Dyondzo yi bumabumela ku tivisa vukorhokeri bya nseketelo wa swichudeni na ndzetelo hi mayelana na khoso leyi. Ku tlhela ku bumabumeriwa leswaku Kholeji yi fanele yi antswisa vuhlanganisi exikarhi ka vadyondzisi na swichudeni.Lolu cwaningo beluhlose ukuhlola izinga eliphezulu lokuyeka kwabafundi beSayensi Yolwazi kanye neYezobuchwepheshe neKhompyutha noma be-Information Technology neComputer Science (IT kanye neCS) eNkangala Technical and Vocational (TVET) College. Ukuyeka noma ukushiya phansi kwabafundi kusithinta kabi isithunzi sekolishi, njengoba bembalwa kakhulu abafundi abaphothula izifundo zabo kulesi sifundo. Lolu cwaningo lwakhiwe ngohlaka lwethiyori lwabayeke isikole, olunikeze incazelo enemininingwane yezehlakalo zokushiya phakathi izifundo ze-IT ne-CS. Ziningi izimbangela zokuyeka isikole futhi ukuzihlola kubalulekile ukuze kugcizelelwe amaphuzu avamile akha isiqalo ekucaciseni amasu okulamula noma okuvimbela lokhu. Abafundi abangamashumi amabili nambili abashiye izifundo kanye nabafundisi bakhethwa ngamabomu eMnyangweni we-IT kanye nowe-CS weKolishi. Ucwaningo lwamukele umklamo wocwaningo lwesigameko eliyikhwalithi noma elisezingeni eliphezulu, olunezingxoxo ezingahlelekile njengendlela yokuqoqa idatha. Indlela yesampula ehlosiwe yasetshenziswa ukuhlonza ababambiqhaza ababezimisele ukunikeza ukuqonda ngenkinga yocwaningo ngaphansi kocwaningo. Abafundi abebebhalisele izifundo ze-IT kanye ne-CS eNkangala TVET College bakhethwa ukuthi babambe iqhaza kulolu cwaningo.
Idatha yahlaziywa kusetshenziswa indlela yokuhlaziya ingqikithi, ngezindikimba ezine ezivela kulokho okutholakele. Okutholakele kuveze ukuthi izimbangela zokuyeka kwabafundi be-IT kanye ne-CS zisukela ezinseleleni zomuntu siqu njengezinkinga zezimali, ukuntuleka kwezinsiza, ukuqondiswa okwanele, nomuzwa wokungafaneleki. Lokhu okutholakele kuphinde kwaveza ukuntula ukwesekwa nokungaxhumani kahle kwesikhungo. Ucwaningo luncoma ukuthi kwethulwe izinsiza zokwesekwa kwabafundi kanye nesiqondiso mayelana nalesi sifundo. Kuyanconywa futhi ukuthi iKolishi kufanele lithuthukise ukuxhumana phakathi kwabafundisi nabafundi.M. Sc. (Computing Education (Mathematics, Science and Technology Education))Science and Technology Educatio
Exploring the effectiveness of leadership in implementing a school improvement programme in Addis Ababa Secondary schools
No full textThe study explores the effectiveness of leadership in implementing a school improvement
programme (SIP) in Addis Ababa secondary schools. The study was guided by two educational
leadership theories, transformational and path-goal theory, for their relevance, applicability, and
strengths in meeting the study objectives. The study used an explanatory sequential mixed methods
approach with a descriptive survey research design from a comparative perspective. A random
sampling technique was used to select 100 secondary school teachers and 100 student
representatives. Additionally, through purposive sampling, ten principals, 30 sub-cities
educational supervisors, 20 Parent Student and Teacher Association (PSTA) members, and 10
Focus Group Discussions from PSTA members/student representatives were chosen. Various
statistical analyses include one sample t-test, independent t-test, one-way (analysis of variance)
and post hoc multiple comparisons. Binary Logistic Regression (BLR) was also employed to
explore further factors influencing the school principals in implementing SIP. The findings
indicated that most participants considered it the responsibility of principals to provide educational
leadership in implementing SIP in their secondary schools. However, over three-fifths of them
were involved in making curricular decisions based on school-wide examination results.
Nonetheless, approximately 46% of the participants had been involved in such decisions. The BLR
analysis indicated a strong association between gender and secondary school administrators
delivering late guidance and missing pupil (p<0.05). Based on the survey, most participants
suggested implementing a democratic leadership style for the entire team without administrative
responsibilities during decision-making. However, better communication and coordination are
necessary among parents, students, teachers and other stakeholders in Addis Ababa’s secondary
schools to resolve the difficulties facing the adoption of SIP. The results show that budget
constraints, inadequate facilities, poor planning and insufficient monitoring and evaluation are the
primary factors that hinder SIP implementation. Therefore, creating a conducive atmosphere for
teachers to interact more productively and developing effective management training is essential.
School leaders, teachers, and stakeholders in the school community should create awareness about
SIP policy, and additional research on the subject should be undertaken to contribute to new
knowledge.D. Ed. (Education Management)Educational Leadership and Managemen
Grade 12 rural mathematics teachers 'discourses during calculus lessons: a case of effective teachers in Qwa-Qwa, Free State Province, South Africa
No full textThis study investigates the mathematical discourses of Grade 12 mathematics teachers in rural classrooms during Calculus lessons in Qwa-Qwa, Free State Province, South Africa. The selection of five teachers was based on their consistent achievement of an 80% pass rate in the National Senior Certificate mathematics assessment over a period of three years or more. Employing a qualitative research approach, the study utilised three primary data sources: unstructured classroom observations, semi-structured interviews, and Video-Stimulated Recall Interviews (VSRI). Framed as a multiple case study within the interpretivist paradigm, the research focused on the discourse practices of these teachers during their teaching of Calculus. Critical Discourse Analysis (CDA) served as the analytical framework, complemented by the Mathematics Discourse in Instruction (MDI) conceptual framework. The study reveals how the components of MDI—namely exemplification, explanatory talk, and learner participation—were effectively integrated into the teachers’ lessons to convey Calculus concepts. The findings indicate that these elements were not only present but were also skilfully utilised by the teachers. They initiated Calculus instruction by linking it to students' prior knowledge and potential career paths, employing visual aids to facilitate comprehension. However, some teachers did not sufficiently connect graphical and algebraic representations. The discourses observed included scaffolding of new knowledge and structured questioning, though these practices sometimes restricted more profound mathematical discussions. While visual aids, gestures, and exemplification were employed to clarify concepts, certain methods inadvertently led to misconceptions. Furthermore, although teachers promoted learner participation, their reliance on structured questioning often limited opportunities for independent reasoning. The findings highlight both effective instructional strategies and areas for improvement, particularly in promoting deeper conceptual understanding and addressing potential misunderstandings in Calculus.M. Ed. (Mathematics Education)Educational Studie
The effectiveness of the primary school reading improvement programme for grade 6 English first additional language learners
No full textAbstract in English, Sotho and ZuluThis study explored the effectiveness of the Primary School Reading Improvement Programme (PSRIP) for English First Additional Language (EFAL). The PSRIP is a reading programme introduced by the Minister of Education, which aims to assist with literacy challenges South Africa currently faces in its primary schools. The study also explored the experiences of teachers in using the PSRIP, since they are the responsible for implementing the programme in the classroom.
The results of the latest Progress in International Reading Literacy Study (PIRLS), which South Africa participated in in 2021, were released in May 2023. These revealed that 81% of Grade 4 learners cannot read for meaning. One should keep in mind that South Africa experienced COVID-19 from 2021. However, PIRLs results issued in 2016 also showed that most learners in South Africa cannot read, and those who can read cannot read for meaning (Spaull, 2017).
A case study research design was used in this study with a qualitative approach. Two primary schools based in Johannesburg West in Gauteng formed the basis of this study, with seven teachers participating. To capture how teachers are experiencing the programme and how learners are performing with use of the PSRIP, the researcher used class observations and conducted semi-structured interviews.
Data was analysed using the following themes: reading challenges, reading without understanding, learners who cannot read at all, lack of phonics knowledge, and training and support for teachers on the improvement programme. More themes and sub-themes concerning reading challenges emerged from the data and are discussed in Chapter Four.
The findings of the study revealed that challenges with reading as a skill in primary schools are cause for concern. The researcher observed reading lessons from the two schools and more data about the challenges of reading and teaching learners how to read were revealed. From the observed lessons, it became clear that PSRIP is not well implemented in schools as some teachers could hardly ever present the lesson smoothly without putting their eyes off the blue cover book which is said to be PSRIP resource material. While this could be resulted to lack of planning as well, data obtained from interviews revealed that teachers are not quite clear on how the PSRIP works.
The researcher observed learners in Grade 6 classes who do not know how to read at all. From the observed lessons also, it was also revealed that teachers did not make reading lessons interesting to the learners. Data obtained from the interviews revealed that most teachers are not trained with PSRIP hence they are struggling with implementing the programme.
The recommendations and suggestions for future research will assist other researchers to conduct similar research, and curriculum designers with making necessary changes concerning the curriculum and the main curriculum implementers, who are the teachers.Phuputso ena e hlahlobile katleho ya Lenaneo la Ntlafatso ya ho Bala Sekolong sa Mathomo (PSRIP) bakeng sa Puo ya Pele ya Tlatsetso ya Senyesemane (EFAL). PSRIP ke lenaneo la ho bala le hlahisitsweng ke Letona la Thuto, leo sepheo sa lona e leng ho thusa ka diphephetso tsa ho bala le ho ngola Afrika Borwa tseo hajwale e tobaneng le tsona dikolong tsa yona tsa mathomo. Phuputso e boetse e hlahlobile diphihlelo tsa matitjhere mabapi le ho sebedisa PSRIP, kaha ke bona ba nang le boikarabello ba ho phethahatsa lenaneo phaposing ya ho rutela.
Diphetho tsa Tswelopele ya Phuputso ya ho Bala le ho Ngola ya Matjhabeng ya morao-rao (PIRLS), eo Afrika Borwa e nkileng karolo ho yona ka 2021, di ntshitswe ka Motsheanong 2023. Di senotse hore 81% ya baithuti ba Kereiti ya 4 ha ba tsebe ho balla ho fumana moelelo. Ho lokela ho hopolwa hore Afrika Borwa e bile le COVID-19 ho tloha ka 2021. Leha ho le jwalo, diphetho tsa PIRLs tse ntshitsweng ka 2016 le tsona di bontshitse hore baithuti ba bangata Afrika Borwa ha ba tsebe ho bala, mme ba tsebang ho bala ha ba kgone ho balla ho fumana moelelo (Spaull, 2017).
Ho ile ha sebediswa moralo wa phuputso ya mohlala phuputsong ena ka mokgwa wa boleng. Dikolo tse pedi tsa mathomo tse Bophirima ba Johannesburg ho la Gauteng di thehile motheo wa phuputso ena, ka matitjhere a supileng a nkileng karolo. Ho fumana hore na matitjhere a na le boiphihlelo jwang ka lenaneo le hore na baithuti ba ntse ba sebetsa jwang ka tshebediso ya PSRIP, mofuputsi o sebedisitse ho shebella ditlelase le dipuisano tse batlang di hlophisitsweng.
Datha e ile ya manollwa ho sebediswa dihlooho tse latelang: diphephetso tsa ho bala, ho bala ntle le ho utlwisisa, baithuti ba sa tsebeng ho bala ho hang, ho hloka tsebo ya medumo, le kwetliso le tshehetso ho matitjhere ka lenaneo la ntlafatso. Dihlooho tse ding le dihloohwana tse mabapi le diphephetso tsa ho bala di hlahile ho datha mme di tshohlwa Kgaolong ya Bone.
Diphumano tsa phuputso di senotse hore diphephetso tsa ho bala e le tsebo dikolong tsa mathomo di baka ngongoreho. Mofuputsi o shebelletse dithuto tsa ho bala dikolong tsena tse pedi mme ho ile ha senolwa datha e nngwe e mabapi le mathata a ho bala le ho ruta baithuti mokgwa wa ho bala. Ho latela dithuto tse shebelletsweng, ho ile ha totobala hore PSRIP ha e sebetse hantle dikolong kaha matitjhere a mang a ne a sitwa ho fana ka thuto ka bothebelele ntle le ho tlosa mahlo a bona bukeng e khavara e putswa eo e leng yona sesebediswa sa mohlodi sa PSRIP. Leha sena se ka bakwa hape ke kgaello ya moralo, datha e fumanweng dipuisanong e senotse hore matitjhere ha a hlakelwa hantle hore na PSRIP e sebetsa jwang.
Mofuputsi o shebelletse baithuti ba Kereiti ya 6 ba sa tsebeng ho bala ho hang. Ho latela dithuto tse shebelletsweng hape, ho boetse ho senotswe hore matitjhere ha aa etsa hore dithuto tsa ho bala di natefele baithuti. Datha e fumanweng dipuisanong e bontshitse hore matitjhere a mangata ha a kwetliswa ka PSRIP ka hona a sokola ho kenya lenaneo tshebetsong.Lolu cwaningo luhlole ukusebenza ngempumelelo koHlelo Lokuthuthukisa Ukufunda Isikole Samabanga Aphansi (PSRIP) lwesiNgisi Ulimi Lokuqala Lokwengeza (EFAL). I-PSRIP iwuhlelo lokufunda olwethulwa nguNgqongqoshe Wezemfundo, okuhloswe ngalo ukusiza ezinseleleni zokufunda nokubhala iNingizimu Afrika ebhekene nazo njengamanje ezikoleni zayo zamabanga aphansi. Ucwaningo luphinde lwahlola ulwazi lothisha ekusebenziseni i-PSRIP, njengoba yibona abanesibophezelo sokuqalisa lolu hlelo ekilasini.
Imiphumela yakamuva Yenqubekelaphambili Ocwaningweni Lwamazwe ngamazwe Lokufunda Nokubhala (PIRLS), iNingizimu Afrika ebambe iqhaza kuyo ngo-2021, yakhululwa ngoNhlaba ka- 2023. Lokhu kuveze ukuthi u-81% wabafundi beBanga lesi-4 abakwazi ukufunda ukuze baqonde. Umuntu kufanele akhumbule ukuthi iNingizimu Afrika ihlangabezane ne-COVID-19 kusukela ngo-2021. Nokho, imiphumela ye-PIRLS eyakhishwa ngo-2016 iphinde yabonisa ukuthi iningi labafundi eNingizimu Afrika abakwazi ukufunda, futhi labo abakwazi ukufunda abakwazi ukufundela ukuqonda (Spaull, 2017).
Kusetshenziswe umklamo wocwaningo lwesibonelo kulolu cwaningo ngendlela yokuchaza. Izikole ezimbili zamabanga aphansi ezizinze eNtshonalanga yeGoli eGauteng zenze isisekelo salolu cwaningo, nothisha abayisikhombisa baba yingxenye. Ukuze kutholakale ukuthi othisha babhekana kanjani nohlelo kanye nendlela abafundi abaqhuba ngayo ngokusebenzisa i-PSRIP, umcwaningi wasebenzisa okubhekwayo kwekilasi futhi wenza inhlolokhono enesakhiwo esincane.
Imininingwane yahlaziywa kusetshenziswa lezi zihloko ezilandelayo: izinselele zokufunda, ukufunda ngaphandle kokuqondisisa, abafundi abangakwazi ukufunda nhlobo, ukuntula ulwazi lwemisindo, nokuqeqeshwa nokusekelwa kothisha ohlelweni lokuthuthukisa. Ezinye izindikimba nezindikimbana eziphathelene nezinselele zokufunda zivele emininingwaneni futhi kuxoxwa ngazo eSahlukweni Sesine.M.A. (Curriculum Studies)Curriculum and Instructional Studie
A clinical leadership-mentoring framework for nurse managers in mental health care settings
No full textIn the rapidly evolving landscape of the 21st century, leadership is recognised not
merely as an art but as a value-driven imperative vital for transformation across all
fields, including mental health care. The ongoing transition from traditional to modern
leadership approaches presents fascinating challenges, particularly in nursing.
Mentoring of upcoming nurse leaders is essential for a successful role transition.
The purpose of this study was to develop a clinical leadership-mentoring framework
for nurse managers in mental health care settings to foster growth in mental health
leadership. A qualitative approach and grounded theory design were used to explore
and describe the leadership-mentoring opportunities and challenges that novice
clinical nurse leaders and clinical nurse leaders are faced with in mental health care
settings.
Focus group interviews were used for data collection. The population consisted of
assistant nursing managers and operational nursing managers working in two public
mental health care institutions in Gauteng Province, as these individuals engaged in
leading mental health care institutions. The total number of participants for the
research study was twenty-seven (27). The sample consisted of assistant nursing
managers (n = 12) and operational nursing managers (n = 15). Thematic data analysis
was conducted.
The findings revealed that there are challenges experienced by the assistant
managers and the operational managers for effective clinical leadership mentoring.
The clinical leaders recounted their own experiences of being mentored and identified
the factors and strategies that facilitated the mentorship of novice leaders. Institutional
and professional challenges, as well as difficulties encountered when working with
mentees, were outlined as aspects that impeded effective mentorship. Clinical nurse
leaders reflected on opportunities, or a lack thereof, for promotion into leadership
positions within a mental health care setting and indicated the importance of sound
mentorship to facilitate the process. Dickoff and James' survey list of 1968 was used
for the development of a clinical leadership-mentoring framework for managers in
mental health clinical settings.Ph. D. (Nursing (Health Studies))Health Studie
Management strategy for the annual flood risk of informal settlements in South Africa: a case study of Alexandra Township, Gauteng Province
No full textFloods are natural catastrophic events that cause severe consequences for humans. Floods cause damage to infrastructure, roads, and result in life loss. Alexandra Township is prone to floods. Between 2016 and 2018, heavy rain has caused the Jukskei River to burst its banks. A Geographic Information System (GIS) tool is utilized to map out locations that are vulnerable to floods. Using an aerial shot and a 1:100-year floodline as the base map layer in ArcGIS, a spatial analysis of the regions that are vulnerable to floods was carried out. The outcomes charted the susceptibility of properties located in floodplains. Affected families were given questionnaires as part of a quantitative survey technique to determine community coping mechanisms, indicators, and factors that contribute to flood susceptibility. In addition, a qualitative survey was conducted to round out the data collected from the quantitative survey. In order to gather information on indicators, flood experience, adaptability, and mitigation strategies, key informant interviews were carried out with disaster management authorities in the research region. To study the physical landscape and the effects of flooding, field observations were conducted. Secondary data were obtained from the South African Weather Service and maps. The absence of planning has resulted in inadequate dwelling unit layout and structure, making people more susceptible to other hazards beyond floods. Their socioeconomic background and dense population have made them more vulnerable because they depend on each other for daily survival. Recommendations were given based on the study's main conclusions. This study makes several adaptation and mitigation suggestions which may be applied to lessen inundation susceptibility whilst avoiding flood-related negative consequences. The study shows that locals were not totally unaware of the floods, but public sharing activities are still required. The following are the main suggestions for this research:
o The community should be regularly updated on the disaster awareness program and given more attention.
o To better manage and prepare for floods, household socio-economic conditions must be considered.
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o Authorities must deter and prevent people from settling in dangerous areas close and along the riverbanks.
Flooding is a natural occurrence that will always happen after a heavy rain. Although we cannot stop floods from happening, we can control or reduce how vulnerable households are to them. This can be done by preventing floods from reaching people and preventing people from being affected by floods. The community will benefit in the long run from preventing floods, even though it can be a lengthy project because it involves expensive technological investments such as trapping excess water using a dam or building canals.
Additionally, since there is no other land available for development or the construction of residential properties except the Jukskei River, squatter communities have also sprung up there. We can conclude that changes in land cover classes and population change are strongly correlated. The case studies made it abundantly evident that the use of ArcGIS is crucial in the collection of data for flood management. The research study's conclusions could be used as standard procedures to develop a more focused, well-informed intervention program that will aid in determining how recurrent flooding affects communities and in managing flood disasters.Environmental Science
An investigation of challenges in the implementation of Grade 9 mathematics curriiculum assessment and policy statements in the Tshwane South District of Gauteng
No full textThe goal of this research was to explore how grade 9 Mathematics curriculum and Assessment Policy Statements (CAPS) changed classroom discourses in schools and classrooms. The research used a descriptive policy analysis technique to identify obstacles to curriculum implementation and provide suggestions that will enhance outcomes and curriculum deliverables. The study's goal was to investigate the difficulties encountered in implementing the Grade 9 Mathematics CAPS curriculum in Gauteng's Tshwane South District.
Investigating the impact of CAPS on learner performance in Mathematics grade 9 was done through an exploratory mixed methods design. This research drew on the advantages of both qualitative and quantitative research approaches, resulting in an improved overall knowledge of the study's subject matter Data collection research approaches such as semi-structured interviews, questionnaires, and documentary analysis were used to acquire information in order to answer the study questions. As part of the fieldwork, a questionnaire was provided to a randomly selected sample of 30 teachers teaching Grade 9 Mathematics, ten Mathematics department heads, and ten principals from schools in the Tshwane South District of Gauteng. The interviews were semi-structured, and they provided valuable supplementary information. To ensure that the interview questions were related to the study's objectives, they were asked in a predetermined sequence in each session. The researcher conducted interviews with ten heads of departments and principals from ten schools that were selected at random.
Pursuant to the findings, the vast majority of participants acknowledged that teaching Grade 9 Mathematics involves pedagogical and methodological challenges. Another noteworthy result was that the plurality of participants believed that improving material design and training teachers with pedagogical content knowledge (PCK) and skills may improve Mathematics teaching and learning in
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general and Mathematics in particular. Also found by the research was that parental engagement is crucial in ensuring that children get high-quality Mathematics education and learn to solve problems. Increasing parental participation in their children's education is widely acknowledged, and research indicates that doing so may result in a variety of benefits, including increased arithmetic ability, improved attendance, and reducing the achievement gap. This study has produced many recommendations for the introduction of the Grade 9 Mathematics CAPS. Increased collaboration among stakeholders is essential; education should be used as a social instrument; and teachers ' conceptual grasp of mathematical topics must be strengthened in order for the curriculum to be implemented successfully.M. Ed. (Curriculum and Instructional Studies)Curriculum and Instructional Studie