Staffer Explores Students’ Experiences of Using Digital Technologies in Research
Dr Lerato Sokhulu graduated with her PhD in Education.UKZN lecturer in the School of Education, Dr Lerato Sokhulu recently graduated with her PhD in Education (Curriculum Studies) for research that explores Master’s Students’ Experiences of Using Digital Technologies in Research.
Said Sokhulu: ‘Digital technologies are used by people in order to attend to 21st century living which often involves digitalised practices. These digitalised practices are driven by the need to meet the Fourth Industrial Revolution (4IR) technology innovation, demanding the growing use of digital technologies for various activities.’
She explained that as a result of the 4IR movement, Institutions of Higher Learning use digital technologies for teaching, learning, and research purposes to fulfil educational objectives. ‘Particularly for postgraduate studies, students use digital technologies to access published research, generate empirical data, write their dissertations and communicate with their supervisors and other stakeholders involved in their research studies,’ she said.
The findings of this study indicated that participants experienced the use of digital technologies in positive and negative ways, influenced by various factors such as socialisation, professionalisation and personalisation.
These influences further shaped how the students conducted their master’s research using different digital resources on a mandatory and voluntary basis. Master’s students used their socialisation and professionalisation experiences to solve problems and better understand the use of digital technologies in their studies, resulting in a unique personalisation experience informed by their study needs.
Sokhulu recommends five propositions that could aid in students achieving quality personalisation experience with regards to using digital technologies effectively for their studies.
These five propositions include students reflecting on their experience with digital technologies and finding ways to improve their experience; forming collaborations with other stakeholders and seeking ways to tackle challenges experienced with digital technologies; having patience and enduring a challenging experience; seeking guidance, support and information where deemed necessary; and being self-aware of one’s digital strengths and weaknesses.
Sokhulu thanked her family, friends and supervisor for being her support system during her PhD journey.
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .Honours Research Investigates Sexual Violence Perpetrated in Schools
Ms Shongani Dladla graduated cum laude. An excited Ms Shongani Dladla graduated cum laude from UKZN with her Honours degree in Gender Education for her research that examines the understanding of sexual violence in schools.
This is in response to the rise of sexual violence in learning environments. Dladla, a recipient of the UKZN Distinguished Leadership Award, identified that there are many misconceptions regarding this challenge. ‘I aim to continue to learn as much as I can about this topic and try to help the next generation to avoid falling into the same trap,’ she said.
The research findings reveal that ‘although girls in South Africa have better access to a school than their counterparts, they are confronted with high levels of sexual violence and sexual harassment in schools that impede their access to education on equal terms with male students.’
Dladla uncovered the negative connection between sexual violence and sexting (a practice of sending sexually explicit photographs or messages via a mobile phone) which comes with negative consequences that this activity could create, especially when content is shared with others.
‘Towards the end, I went through the impact of sexual violence in schools which included HIV acquisition; anxiety and trauma; impacts in education as well as impacts on learners’ self-esteem and wellbeing,’ she added.
Dladla unpacked some strategies that could help curb sexual violence in schools such as the utilisation of the curriculum; hiring social workers for better outcomes; as well as promoting co-operation between educators and parents.
She believes that her research will ultimately help educators and parents to identify sexual abuse behaviours in children; supervise their (children’s) phones using an anti-bullying app; and help children/learners to identify sexual predators within their surroundings.
Even though Dladla had to deal with the loss of a loved one during her research, she admits her family and friends provided her with a safe space and nest to rest during those times. She is also grateful to her supervisor, Professor Shakila Singh who encouraged her to explore issues that affect children in schools.
She advised other researchers to take good care of their mental health and take necessary breaks in order to recharge.
Dladla plans to pursue her Master’s in Education, focusing on how university students who self-identify as gay and lesbian navigate their lives whilst at university and home.
Words: Sinoyolo Mahlasela
Photograph: Abhi Indrarajan
author : .author email : .Master’s Research Examines Teachers’ Experiences of Using the Jika iMfundo Tracking Tools
Ms Sinenjabulo Mchunu graduated with a Master’s in Education.An excited Ms Sinenjabulo Mchunu graduated from UKZN recently with her Master's in Education in which her research explored foundation phase teachers’ experiences of using the Jika iMfundo (turning education around) tracking tools through enhanced curriculum coverage.
Mchunu - who has been a Foundation Phase teacher for the past eight years - strongly believes that learners need to be trained and taught well on different concepts in this phase to create a solid foundation that will assist them in all other phases of their studies. Her eagerness to understand other Foundation Phase teachers’ experiences utilising these trackers to monitor curriculum coverage has been her priority, and this has allowed her to develop professionally within the teaching and learning field.
‘I have encountered some challenges using the Jika iMfundo tracking tools that have been initiated in schools to monitor curriculum coverage since there is too much to do in a short space of time,’ explained Mchunu.
Some of her participants raised concerns about the gap or tension between managing the administrative demands and the level of their learners’ understanding as these tools rush them for work completion and that learners not possessing the same capacity require a different amount of attention and focus.
She believes her study provides insight into teachers’ experiences with using the Jika iMfundo tracking tool and methods for overcoming challenges encountered in foundation phase classrooms by understanding their experiences.
Key findings of Mchunu’s study reveal that the tracking tools provide a clear guide to curriculum teaching however, the pacing is too fast; and the Jika iMfundo tools allocate too much to be covered and not enough time for completion. Study participants revealed that the Senior Management Team (SMT) focussed more on administrative compliance such as the weekly submission of completed trackers instead of assisting them to reach the targeted time allocated to them and for curriculum implementation.
Mchunu’s best moment during her study was engaging with different teachers about their experiences and concerns for learners’ education. She is grateful for the support of her family, friends, colleagues and supervisor. ‘Everyone is proud of me because I am the first person to reach this level in my family. I’m intending to continue and pursue my PhD in the near future,’ she said.
Words: Sinoyolo Mahlasela
Photograph: Abhi Indrarajan
author : .author email : .The Power of Storytelling about Past Experiences in Early-Career Teachers’ Identity Development
Master's in Education cum laude graduate, Ms Sonam Maharaj. Interested in enhancing her professional knowledge and learning, teacher, Ms Sonam Maharaj graduated cum laude with her Master's in Education for her research which explores the power of storytelling about past experiences in early-career teachers’ identity development.
Her narrative inquiry focused on four early-career teachers, including herself, who shared their stories. ‘Teachers’ identities are actively being constructed and reconstructed through exposure to life experiences and our interpretations of them. The data generation methods of memory drawing, collage making, interviewing, and journaling allowed me to witness the early-career teachers’ stories,’ said Maharaj.
She drew on the generated data to compose creative nonfiction pieces. ‘Developing an interpretive memory drawing and collage enabled me to recognise and make visible connections across participants’ drawings and collages. These creative analytical practices assisted me in understanding and perceiving aspects of the research that I would not be able to otherwise,’ she explained. Maharaj developed insights into participants’ thoughts, feelings, and experiences, and identified similarities and differences.
She created themes to highlight the stories shared and to recognise the identity shifts. These were Stories of Hardships, Stories of Appreciation and the Desire to Improve, as well as Stories of Excitement and Clarity. These themes represent stories as told by early-career teachers about their lived experiences, what shaped their professional identities, and their recognition of the shifts in their identities.
Maharaj’s research highlights significant links between past experiences, storytelling and early-career teacher identity development. It invites readers to become aware of our stories’ power to influence who we are and potentially positively impact who we will become.
Maharaj is grateful for the support received from her family, friends and supervisor, Professor Kathleen Pithouse-Morgan. She plans to pursue her PhD and is keen to make a difference in her classroom.
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .PhD for UKZN Academic
Dr Ashnie Mahadew graduated with a PhD in Education. Academic in the School of Education, Dr Ashnie Mahadew graduated with her PhD in Education for research that explored an inclusive learning environment in early childhood care and education (ECCE).
The study was specifically centered on the care and education of children aged four years and younger. This was, for them, before formal schooling began.
The research enabled the voices of a group of teachers and teacher trainers working in this sector of education to be heard. Participants in the study used participatory action learning and research to design a handbook on inclusion for teachers in the sector. Using photovoice from participants, the handbook offers useful information on the creation of an inclusive learning environment.
With her thesis, Mahadew contributes to improving the inclusive practice of ECCE teachers and teacher trainers. Underpinned by critical pedagogy, the study reveals that inclusion is an inner journey that begins within teachers by revisiting false beliefs enmeshed unknowingly in the hidden curriculum.
Mahadew’s greatest challenge was striking a balance between family responsibilities, work, and her studies. ‘Studying and working through the pandemic required a quick adjustment to new ways of teaching and researching,’ she said.
She advises other students to strive for balance during their studies: ‘Maintain a regular exercise regime and healthy eating plan as exercise can serve as a useful distraction from your research, allowing you to find some respite from all your stress and anxiety.’
She is also grateful to her family, friends and supervisor, Professor Dipane Hlalele.
Before joining UKZN, Mahadew taught within the foundation phase for 20 years. Currently, she teaches Language and Literacy to students studying for their Bachelor of Education. She is also part of a UKZN team involved in the design of a degree programme for ECCE initial teacher education qualifications. She is passionate about professionalising ECCE and values the importance of inclusion for enhancing teachers’ situational awareness.
Mahadew plans to contribute toward research that advances inclusion in early childhood teacher education programmes.
Words: Sinoyolo Mahlasela
Photograph: Abhi Indrarajan
author : .author email : .Learning Coding Through Robotics Earns Staffer a PhD
Dr Reginald Govender received a PhD in Education. Lecturer in Computer Science within the School of Education, Dr Reginald Govender, graduated with his PhD in Education for his research that explored the learning of coding through the use of Robotics among computer registered students with no prior coding knowledge at a university in South Africa.
Govender sees Computer Programming as a valuable skill in the digital era, believing that for the novice programmer, it is often accompanied by difficulties resulting in negative reactions.
‘The dawning of the Fourth Industrial Revolution has catapulted many initiatives locally and globally to promote Computer Programming and Robotics. A major initiative by the South African government is the planning and implementing of a new subject in school to raise the awareness of coding at an early age,’ explained Govender. ‘The lack of coding exposure and awareness leads to little or no interest in Computer Programming related courses after schooling years.’
Unlike the traditional use of block-based programming to introduce Computer Programming, which is limited to screen output and non-advanced coding techniques, Govender’s study opted to use a physical manipulative by using a robotic element through prototype building using text-based programming, resulting in live autonomous output of code. Python programming language was used to develop an understanding of the fundamental concepts of Computer Programming. Participants’ coding knowledge was assessed through a series of hands-on activities.
The results show that students acquiring a direct learning experience with text-based code with the aid of the robotic element proved to be successful. The robot coding simplified the assimilation of text-based coding as participants could see the execution of their code on the prototype in reality. The eradication of the abstract nature of Computer Programming through Robotics as a physical manipulative solidified the understanding of coding structures.
Students’ beliefs, interests, motivation, confidence, and Mathematics skill set were found to contribute to success in Computer Programming. It was revealed that learning to code in a text-based environment can be made fun. In addition, learning programming with the use of the robot is effective for text-based code first-time.
Govender proposes that ‘the introduction of learning programming integrated through the building of prototypes and coding resulting in autonomous robots enhances the learning experience of text-based code.’
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .Teachers’ Attitudes Towards Same-Sex Desiring Pupils Explored
An ecstatic Ms Sinenhlanhla Ngcobo.An excited Ms Sinenhlanhla Ngcobo graduated with her Master's in Education for her research that explored Teachers’ Perceptions and Attitudes Towards Same-Sex Desiring Learners in One Urban Single-Sex High School.
‘Same-sex desiring learners face unique and complex challenges within the school environment where negative perceptions, heteronormativity and homophobia makes it difficult for them to have a normal schooling experience,’ explained Ngcobo.
Results of the study revealed that many of the teachers lacked the consciousness and understanding of the human rights doctrine of same-sex desiring learners that are enshrined in the South African Constitution and Bill of Rights. The study also revealed how cultural and religious beliefs contribute largely to the lack of tolerance and acceptance of same-sex desiring learners.
‘Societal constructions of femininity and masculinity contribute extensively to how the teachers perceive same-sex desiring learners and their attitudes towards the learners. Although the teachers may not openly be homophobic to the learners, however, many teachers are covertly homophobic which influences how they navigate their teaching, and how they include and exclude learners inside and outside the classroom,’ said Ngcobo.
She argues that ‘educating teachers, more particularly at undergraduate level about same-sex desiring learners so that they are informed and will challenge the socially constructed perceptions and attitudes they may have before entering into a schooling environment is important.’
Developing an inclusive curriculum which speaks to gender and sexual diversity and developing policies that protect same-sex desiring learners was also recommended by the study.
Ngcobo thanked her family, friends and supervisor, Dr Bronwynne Anderson for being her support system during her studies.
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .PhD in Education a Lifetime Achievement for 65-Year-Old
Dr Lorna Jonathan graduates with her PhD in Education. She is seen with her sons Avenel (left), Erwin (right), and her husband, Jonathan. Retired teacher, Dr Lorna Jonathan beamed with pride when she graduated with her PhD in Education at the age of 65 for her research that analysed the conceptions of the Zulu Kinship System and its influence on orphaned children’s education.
On her 10th birthday, Jonathan lost her mother. In keeping her mother’s lessons and memory alive, she took care of her six siblings while striving to reach her goals to become a teacher. She kickstarted her dream by working as an administrative clerk at Stanger Primary School, a position she held for 26 years. At the age of 40, she completed her teachers’ diploma, going on to complete her Honours degree in Education.
Jonathan wrote to the former KwaZulu-Natal (KZN) Finance and Education MEC, Mrs Ina Cronje, highlighting her achievements and future aspirations of becoming a teacher. ‘Within a beat, she responded to me, and I was seconded to a local primary school to start my teaching career. Despite having no remuneration, I spurred on for career growth opportunities.’
A decade later, at the age of 50, Jonathan was appointed as a permanent educator. ‘I was finally able to make a difference and add value to the lives of learners as an educator. I treasured every moment with my young souls, knowing that I was given this platform to inspire, instil and awake imaginations to success.’
Her PhD explored the lives of children in KZN who have been orphaned or are otherwise vulnerable, in relation to the Zulu Kinship care system, which is the placement of children with their relatives. ‘Orphanhood has become widespread because of the HIV/AIDS pandemic, though there are also other contributing factors. The kinship care system is the preferred option should it become necessary for a child to be removed from the home and placed within a safe environment. It is the least restrictive and most family-like out-of-home placement,’ explained Jonathan.
For her study, the orphaned children were selected from three high schools in the KwaDukuza area while nine children were selected from a childcare facility in Durban, as well as a social worker from the same facility.
Findings revealed that the families themselves were poor and humble yet had been open to accepting yet another child to care for. ‘The Zulu Kinship system continues to operate but is under severe stress, and at times is not serving to protect children to the extent needed. The pattern of families intervening to protect and care for children in difficulties still continues, as indicated in the township settings; the caregivers report on their care as a labour of love that entails sacrifice,’ she said.
The study shows that there is evidence from children that while that is true of some situations, other placements are subject to abuse and exploitation. In many cases, the care is inadequate simply because of the poverty of the family. ‘The impact of poverty on schooling, and the degree of ostracism within schools, is a constant problem. In some families, the system has failed to the point that the only option for vulnerable and orphaned children is institutional care. Children in care report fully on the abuse and neglect that led to their placement, while most of those who had been placed with the extended family had enjoyed family life before the loss of parents.’
An additional finding was on the central role of mothers and on the frequent absence of fathers, the loss of parents, as well as the major role played in the extended families by grandmothers. Significantly, despite the evidence of abuse and despite the evidence that institutional care was supportive and warm, children in care expressed a longing for family, even some children from families that had failed them completely.
Given the extent of abuse revealed in her study, Jonathan recommends the need for ongoing visits by a social worker to orphaned children placed with extended families.
Reflecting on her PhD and life’s journey, she said: ‘In life, we all face hardships in whatever shape or form. The strength to fight and move beyond the present circumstance strengthens our will and confidence and by virtue contributes positively to our future and the legacy we leave behind. I am here today, living my dream and being my authentic self. There were nights when I had the candle burning at both ends and my loving husband was right there alongside me.’
Jonathan is grateful for her support system of family, friends and supervisors.
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .Primary School Teachers’ Construction of Transgender Identity Explored in Master’s Degree
Ms Fatima Al Sayed graduated summa cum laude. UKZN Master’s in Education student, Ms Fatima Al Sayed graduated summa cum laude for her research that examines primary school teachers’ construction of transgender identity and how these teachers navigate the daunting task of managing learners who are not gender binary and heterosexually conforming.
‘Educators are exposed to so many different learners with different sexualities and at times, we are inadequately prepared to help and deal with them,’ explained Al Sayed.
The findings indicated that almost all participants felt inadequately trained and skilled with the tools that are needed to manage and help learners who identified within the lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+) spectrum. Teachers expressed concerns regarding a lack of training (pre and post service) on how to assist such learners mentally and emotionally.
Al Sayed is hopeful that her research is able to benefit South Africa on a large scale to meet the need for research on teachers and transgender identity at large, and to respond to the lack of research pertaining to teachers.
Even though COVID-19 physical restrictions may have affected her investigation, she admits some of her highlights were meeting, sitting down, and interacting with the teacher participants (while maintaining social distance). She learned a lot about the teachers’ varied views and understandings of transgender identities.
Her motivation has been her family, and she thanks them for supporting her during her studies. ‘My husband, mother, and sister always made themselves available to help me in any way that I needed. Whenever I was unable to be with our two young sons, my husband took over both roles of mom and dad.’
Al Sayed encourages other researchers to believe in themselves and be consistent to produce a great result: ‘There will be times when you feel like you want to give up or even have moments of questioning if this is truly worth it, but keep at it, don’t get too overwhelmed.’
Although she is currently a full-time teacher, she plans to begin studying for her PhD next year.
Words: Sinoyolo Mahlasela
Photograph: Supplied
author : .author email : .KZN SADTU Provincial Secretary Completes Master's in Education
Ms Nomarashiya Caluza received a Master's in Education. KwaZulu-Natal South African Democratic Teachers Union (SADTU) Provincial Secretary, Ms Nomarashiya Caluza graduated with a Master's in Education.
Her research looks at a case study of a school-teacher union partnership to facilitate school improvement.
‘This partnership was formed to drive an intervention to improve a school which was dismally underperforming in Grade 12. The school was sinking in all respects. School performance was low, relations among teachers had reached a state of paralysis, relations between teachers and learners were poor and relations between the school, community and department officials was strained,’ explained Caluza.
Through this partnership, the school used in the case study improved in the National Senior Certificate (NSC) examinations from a pass rate of 0% to 56% in the first year of the partnership, and from 56% to 100% in the second year. The research focussed on the school’s improvement through a partnership between a school and the teacher union.
From a SADTU perspective, this partnership enabled resource mobilisation to improve the quality of education. In the teachers’ view, the partnership encouraged peer learning through mentoring and coaching. Although the Department preferred the results-based approach, it appreciated SADTU’s evidence-based approach which empowered management, teachers and learners through shared accountability for action and results.
The study also found that refocusing the commitment of teachers is key to improving school performance. The incapacity of principals and parents hinders the success of the partnership. The study also established the centrality of the principal in the formation of the school-teacher union partnership and its success in improving the school.
‘All schools and learners deserve a quality education regardless of their location. There must be resources to aid the delivery of quality education in all schools,’ said Caluza. She argued that schools should know the challenges they face which result in poor performance. ‘There is a need for stakeholders especially teacher unions, parents and the officials of the department to work together in finding solutions that can improve schools. School leadership and management is central to school improvement. Hence the need for continuous school leadership development. The teacher is central for the success of any learner.’
Caluza also managed to strike a balance between studying and her many leadership roles. She offered advice to other scholars, saying: ‘Perseverance and working together with your supervisor is key. Stick to the timeframes and attend to your chapter revisions timeously. Decide on a title that you love so that you’ll love your study.’
She thanked her family, friends and supervisor, Professor Inba Naicker for their support and encouragement. ‘I am now graduating because they walked with me throughout this journey. My mother refused to let her socio-economic status decide what I become. My mother is my hero. I also thank my late dad for the love he had for me.’
Speaking about Caluza, Department of Basic Education Director-General, Mr Matanzima Mweli said: ‘Her passion has always been to empower teachers, school principals and managers at all levels of the education and training system. She has always been occupied with the need to get underperforming schools in KZN to excel.’
CEO of the South African Council of Educators (SACE), Ms Ella Mokgalane added: ‘Over half a million teachers in the country will benefit from her knowledge production emerging from her thesis. They will also draw lessons and best practices from it in terms of their school improvement initiatives.’
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .Summa Cum Laude Research Focuses on Inclusion of Disabled Students in Academic Programmes During COVID-19
Summa cum laude graduate, Ms Thobile Sibiya. Ms Thobile Sibiya was thrilled to graduate summa cum laude with her Honours degree in Educational Psychology for her research that explores the teaching and learning experiences of students living with disabilities during COVID-19 by investigating if these programmes are inclusive of the students’ needs.
‘One should commend the measures taken by the University to ensure a smooth operating academic year during COVID-19, however, these programmes should cater for every single student within the College, taking into consideration the needs and capabilities of individuals who are incapacitated,’ she said.
Sibiya argues that disabled students’ uniqueness and individuality should be taken into consideration in the process of delivering the content in all modules.
Her research findings show the lack of lecturers’ involvement to ensure the inclusion of students with disability; the non-existence of portfolios for students living with disability in the leadership structures within the University; as well as insufficiency in well knowledgeable staff to assist these students.
‘The University is trying, by all means, to include the students however, the intervention strategies are not enough as the staff are not well knowledgeable in terms of how to assist the students with learning barriers compared to the people working in the forefront with students. As a result, the students feel so excluded from the academic programmes. The presence of the Disability Unit on campus is helpful to the students living with disability as they always liaise between them and other University stakeholders,’ she said.
Apart from suspending contact sessions to prevent the spread of COVID-19 infections amongst the University population as well as implementing remote online teaching and learning, Sibiya herself adjusted to the new normal: ‘The lecturers had so much compassion and patience. They understood that the learning platform has changed and tried to accommodate us,’ she said.
In addition to her family and friends who have supported her throughout her academic journey, she is grateful to everyone who witnessed it, having observed her work hard over the years, challenging herself outside the confines of her village.
She encourages other students, especially young women of all races to stay in school, believe in their goals, and strive to achieve excellence in all they do.
Sibiya plans to
complete her Master of Early Childhood Education in the future.
Words: Sinoyolo Mahlasela
Photograph: Abhi Indrarajan
author : .author email : .PhD Zooms in on Masculinities and their Connection to GBV
PhD in Education graduate, Dr Sibusiso Ngubane.Dr Sibusiso Ngubane is excited to graduate with his PhD in Education for his study that looked at Male University Undergraduate Students who are Peer Educators, and their Understanding of Masculinities in the Context of gender-based violence (GBV).
Ngubane’s interest in the topic came from his master’s research which focused on High School Boys’ Articulations of Masculinities in the Age of HIV/AIDS. Developing curiosity around the subject, he explored how male university peer-educator students accepted, rejected or reworked hegemonic constructions of masculinities, how they connected it to GBV, and their quest to reflect on their own beliefs and to extend that to working with other young men.
‘Gender-based violence is a serious concern in societies worldwide. In recent years, there has been much focus on GBV at Institutions of Higher Learning, with research showing female students being the main victims of violence perpetrated by men. Men being the main perpetrators of violence puts masculinities under the spotlight and calls for a deeper understanding of how men construct and conduct themselves,’ explained Ngubane.
Most of the male peer-educator students who participated in the study embraced the expectations and responsibilities that accompanied their position, their articulations being characterised by varying degrees of reflexivity.
The findings also highlight the hegemonic campus masculinities that were constructed around materiality, contributing to the unequal gender relations through female students perceived consenting behaviours that suggested legitimation of their subordination.
The findings also point to the importance of peer education as a vital platform that enables male students to take the lead in discussions about gender norms that produce and promote GBV.
Ngubane noted that male university peer-educator students (MUPES) recognise gender inequality, how it promotes violence and that GBV arises from an imbalance of power within socio-cultural processes.
He thanked his family, friends and supervisor for being his support system.
Words: Sinoyolo Mahlasela
Photograph: Abhi Indrarajan
author : .author email : .Enhancing Primary Schools’ Accountability for Performance
Master's in Education cum laude graduate, Ms Ntombiningi Mbele. An excited Ms Ntombiningi Mbele graduated cum laude with her Master's in Education from UKZN for her research that focused on how district officials in the form of subject advisors and circuit managers enhance accountability for primary schools’ performance. The study was conducted in one education district in the province of KwaZulu-Natal.
‘My study was premised on the notion that enhancing accountability is key in the attainment of basic quality education for all. Given the enormous financial investment that the South African government is currently committing towards basic education, it’s a glaring expectation that such an investment should yield favourable returns for the state and the nation at large,’ said Mbele.
Her study suggests that accountability is perceived as a reciprocal process involving schools and district officials.
‘District officials implement various measures to enhance accountability for primary schools’ performance. Such measures include inter alia, organising continuous professional development programmes for teachers, conducting random school visits, moderation of school-based assessment, and analysing learners’ quarterly results,’ she said.
Mbele found that district officials’ endeavours to strengthen accountability for primary schools’ performance is crippled by a multitude of factors, either from the system, district or school level. These factors are the prioritisation of Grade 12 over other grades, lack of standardised assessment in the General Education and Training (GET) band, insufficient district personnel in the form of subject advisors with the ratio of 1:345, influence of teacher unions, as well as the geographic location of some schools which at certain times makes it impossible to access them.
Mbele juggled her studies with full-time employment in the midst of COVID-19. ‘I am extremely delighted with the results that I have obtained,’ she said.
She also thanked her family, friends and supervisor, Professor Phumlani Myende, for being her support system. ‘Prof Myende’s diligent support, guidance and motivation made it possible for me to produce the work that I have. He believed in me from the onset of the journey and throughout which propelled me to work harder. Working with him has been a great honour.’
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .Personal Narrative Inquiry Leads to Master’s Degree
Mr Luthando Molefe graduated with his Master’s in Education cum laude. Teacher, Mr Luthando Molefe, graduated cum laude with his Master's in Education for his research that offers an innovative and motivational example of an early-career teacher using arts-based and personal narrative methods to understand supportive teacher-learner relationships.
His research was supervised by Professor Kathleen Pithouse-Morgan.
‘I wanted to learn how the phenomenon explored has influenced the individual I am today, and how it can continue to do so. I wanted to understand how I might better my future practices regarding supportive teacher-learner relationships. Through a narrative inquiry research methodology, I learnt that in engaging with one’s self and one’s participants, a process of living, telling, and reliving and retelling stories gives rise to new thinking,’ said Molefe.
A sociocultural theoretical perspective helped him learn that development is a process. He also understood that learning is socially and culturally constructed in a given context. ‘Teachers need to pay special attention to learners’ personal, social and cultural backgrounds. This study helped me understand how working with my memories could contribute to my learning concerning supportive teacher-learner relationships to bring about change.’
In order to facilitate his understanding and bring forth change in classrooms, Molefe used multiple data generation methods: memory drawing, artefact/object inquiry, journaling and informal conversations with selected family members, primary school and high school friends, as well as a university friend.
He learnt three valuable lessons from this personal narrative inquiry: ‘Supportive teacher-learner relationships mean responsibility for taking care of learners’ internal (academic) and external (non-academic) needs. At the heart of supportive teacher-learner relationships are teachers who prioritise self-awareness to be conscious of their learners’ various circumstances,’ he said. ‘Teachers who build and maintain supportive teacher-learner relationships value and involve parents/guardians, learner peers, other teachers, community members, and other relevant stakeholders in teaching and learning processes.’
Molefe is grateful to his family, friends and supervisor for their support. He plans to complete his PhD and continue changing the teaching landscape.
Words: Melissa Mungroo
Photograph: Abhi Indrarajan
author : .author email : .