Theses and Dissertations (Education Management and Policy Studies)

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How women principals negotiate school culture
(University of Pretoria, 2008-11) Phendla, T S; mabusmp@unisa.ac.za; Mabusela, Mapula Rebecca
School leadership remains a male-dominated position in many schools. This is largely the reason why few women, who happen to be principals, find it difficult to command respect as core partners within the educational arena, and, they, therefore, need to negotiate school culture. This research intends to explore how women principals negotiate school culture in the rural schools of the North-West Province of South Africa. The purpose is to understand how women handle this leadership role as they handle the business of the day in a school setting. The research took the form of a case study to provide detailed descriptive information of each participant. The case study used semi-structured interviews, observation and document analysis to collect data. I purposefully selected three women principals to participate in this research. Selection was made from the three categories of schools: primary school, middle school and high school. The multiple setting was deliberate, in order to explore the differences and commonalities that might occur amongst the women principals in their leadership role. A consent form covering all the ethical issues of voluntary participation, confidentiality and anonymity was sent to the participants. The use of qualitative research methods helped me to understand how women, as leaders, navigate the way things are done, given the demands of school-based management in the midst of adversity, discrimination, marginalisation and lack of support. The study is based on the data drawn from two semi-structured interviews of one hour each, a one-day shadowing session and the analysis of one artefact of each woman. The study is significant in that the findings might add to the growing body of information about women in leadership.
Influence of the quality management system on the professional development of secondary school educators
(University of Pretoria, 2024-07-26) Sing, Nevensha; u15191771@tuks.co.za; Clarke, Chanté
The shift from an integrated quality management system to the current quality management system has unveiled fresh avenues for research. This study, conducted in Tshwane, South Africa, delved into how the quality management system affects the growth of secondary school educators. A conceptual framework was constructed, combining Sims' four developmental purposes with Gilmour's factors for enriching teacher quality. This framework focussed on the dynamic relationship between quality management and professional development. Employing a qualitative research methodology, the study conducted semi-structured interviews with eight purposively chosen participants. Their insights revealed a consensus: the quality management system held substantial value and was acknowledged for its influence on educators' professional growth. It suggested that educators who highly regard such a system and consistently advance professionally can significantly elevate the quality of teaching and learning. The study underscores the potential of a quality management policy to augment educators' professional development, emphasizing the need to merge this system into professional growth initiatives. The study argues for implementing continuous classroom monitoring overseen by departmental heads, accompanied by meaningful and constructive feedback for educators. Essential to this process is the sustained professional advancement of educators, which necessitates ongoing training opportunities, whether internally conducted within schools or externally sourced. Ultimately, the research reaffirms that an active, supportive approach motivates and assists educators in leveraging a quality management system for their professional progression. This integration promises not just the improvement of committed educators but, by extension, the enhancement of the overall quality of the teaching and learning landscape.
Departmental Heads' mentorship experiences of novice teachers' professional development in low socio-economic schools
(University of Pretoria, 2024-03) Sing, Nevensha; Ogina, Teresa Auma; chantelle.antoniadis@gmail.com; Antoniadis, Chantellé
Despite ongoing professional development efforts in South Africa, novice teachers in low socioeconomic areas are still struggling with low morale and high turnover rates. Challenges like inadequate infrastructure, crime, violence, and health risks are particularly pronounced in these settings. Global research indicates that adequate professional development and mentoring can help novice teachers overcome these challenges and succeed. Despite mentoring, novice teachers continue to face pedagogical and managerial difficulties. This qualitative study investigated the professional development of novice teachers at two low socioeconomic primary schools in the Cape Town Metropolitan district, Western Cape Province. Twelve individuals, including six departmental heads and six novice teachers, were purposively selected. The study utilised a conceptual framework examining the interplay between socioeconomic status, professional development, and mentoring, which guided the research. Data collection involved semi-structured interviews and document analysis, gathering rich data related to the participants' experiences. These results were cross-referenced to validate the findings. The study revealed a gap between what novice teachers expect from the teaching profession and their actual experiences, signalling insufficient preparatory training from universities to tackle professional challenges. This study found that the professional development in low socioeconomic status schools does not meet the specific needs of these environments, resulting in misalignment with teachers’ and learners' needs. Burdened by limited time and resources, departmental heads face difficulties in providing effective mentoring. Based on the findings, this study recommends that professional development programmes be made relevant to teaching large classes and guided by novice teachers' challenges in low socioeconomic status schools.
Rural school principals and teachers' perception of the contribution of parental involvement in learner performance
(University of Pretoria, 2024) Sebidi, Simon Diatleng; Nthontho, Maitumeleng; njivamzoli@gmail.com; Njiva, Mzolisi
ABSTRACT There is a need to enhance parental involvement in rural primary schools in South Africa. There is evidence in the literature that parental involvement in the learning process of learners may influence the quality of learners’ academic performance. However, the former apartheid education system in South Africa, where parents were not regarded important in education of their children has contributed in parents’ negligence of their children education. For this study, Epstein theory for parental involvement was used as a lens through which data was scrutinized. Using qualitative research approach within the interpretivist paradigm, the study explored the rural school principals and teachers’ perceptions of the contribution of parental involvement to learner performance. A sample of three principals and six teachers were purposively selected from three rural primary school in Eastern Cape Department of Education in South Africa using case study research design. Data were collected through interviews. Data analysis for the study adopted data analysis procedures advocated by Creswell where the data was organised, read through, coded, allocated themes, interpreted and validated for the generation of theory. The principals and teachers in this study confirmed their passion to involve parents in their children’s education. However, there are problems of poor attendance and non-attendance of school activities by parents. These challenges are exacerbated by poor communication of parents with the school, poor attendance of meetings, inconsistent implementation classrooms and SGBs parental involvement policies. Consequently, the study recommends to schools to adhere to their parental involvement policies and make follow-up of the invites issued to the parents to attend school activities. It also recommends to schools to provide training to the parents regarding the importance and the benefits of their involvement in education of their children.
The implementation of information communication technology for teaching and learning in Tshwane West District
(University of Pretoria, 2024-06-25) Kgwete, Ephraim; smafampe@gmail.com; Mafampe, Mokware Sarah
The development of information and communication technology (ICT) has fundamentally altered how we teach and learn. This study investigates the implementation of ICT to promote teaching and learning in Tshwane West District. The research questions were: How do teachers perceive the implementation of ICT to promote teaching and learning in the classroom? What strategies do teachers use in ICT implementation to promote teaching and learning? What are the challenges experienced by teachers when implementing ICT to promote teaching and learning in the classroom? The study sample consisted of 12 secondary school teachers. The participating teachers were from t wo secondary schools in the Tshwane West District in Gauteng province. The participants were selected using a purposive sampling method. A multiple-case study design was used in this study and the data collection instrument used was semi-structured interviews. The interviews were analyzed using a thematic data analysis technique. The research findings identified that ICT implementation was beneficial to some participants since they indicated that ICT makes the class lesson interesting and exciting wherein the learners who used to be bored in class tend to feel excited and show keenness to learn using computers and other ICT tools. The study also revealed that some teachers were frustrated when they had to implement ICT using the computer because they said when it gave them problems the technical team seemed not to respond swiftly to the matter. It was also found that teachers use team building as their strategy in ICT implementation and they see it as extremely beneficial for building trust, confidence, and understanding. Further, the study found that among other challenges, load shedding and lack of enough computers for learners was a problem affecting teaching and learning. The study recommended that to create a conducive teaching environment for the effective implementation of ICT in classrooms, schools should ensure the availability of computer resources for all learners and provide generators for use during load-shedding. The study further recommended that there should be well-equipped technical teams at schools and that teachers ought to stay in charge of the class to prevent learners from using their phones for anything other than academic purposes.
School management teams’ experiences in implementing a school feeding programme in Nigeria public primary schools
(University of Pretoria, 2023-09) Mhlanga, Nontuthuzelo; Mthiyane, Siphiwe; u20771330@tuks.co.za; Ogunbayo, Shakirat Bola
School Management Teams (SMTs) implement a School Feeding Programme (SFP)to achieve their set objectives. However, the emerging demand placed on SMT to act as implementers of an SFP prompted the need to determine whether the working practices and relationships in selected Nigeria public primary schools were healthy enough to act out their roles despite the challenges experienced. This study investigated the experiences of SMTs in implementing aSFP in Nigeria public primary schools. A qualitative case study within a constructive/interpretivist paradigm was adopted for the research. The theoretical framework of this study is grounded in Administrative Management Theory by Henry Fayol (1949), which postulates that managers have to adapt to the five elements of the management procedure, namely planning, organising, commanding, coordinating and controlling, to implement a programme effectively. Six schools participating in the SFP in the Ado-Odo Ota Local Government Area of Ogun State were purposefully selected for this study. The SMTs that consisted of the headteacher, deputy headteacher and Heads of Department were the participants in this study. The data was obtained from different sources that included semi-structured interviews, document analysis and observations. The data was thematically analysed and the results were categorised according to themes and sub-themes. The findings of the study highlight the role of SMTs in implementing aSFP in their schools; inadequate funding and poor infrastructure were identified as the challenges that affected SFP implementation. Formulation of polic, as well as adequate monitoring and evaluation mechanisms of the SMTs,s seems to be a common strategy used by SMTs in these schools to overcome the SFP challenges. SMTs applied other relevant administrative management practices in implementing aSFP in the schools. The study concluded that the management practices of SMTs seemed to be based on understanding and interaction of self and the school in which the programme was implemented.
Management of learner progression in public primary schools in Gauteng
(University of Pretoria, 2023-06) Adeyemo, K.S. (Kolawole Samuel); doronamane@gmail.com; Moeketse, Dorothia Molobane
The dissertation builds on and contributes to work in learner performance and achievement. The specific focus of this study was on learner progression in schools. The learner progression policy stipulates that the learner can only repeat a phase once. Although several studies examined the effects of learner progression, there has not been a strong focus on managing intervention strategies and support. The purpose of the dissertation was to explore the different effects of the learner progression policy in schools, how this policy is managed and what support is made available to learners affected by this policy. This study further examined the School Management Team’s (SMT) roles in managing progressed learners' academic performance through realistic and managed intervention strategies. The data for this qualitative study was collected through individual semi-structured interviews with purposive sampling of Deputy Principals (DPs), Heads of Department (HDs) and educators. The data was collected from the four sampled primary schools in Ekurhuleni, east of Johannesburg, in the Gauteng East District. The data population for this study were one Grade 3 educator, one Grade 4 educator, one Foundation Phase Departmental Head, one Intermediate Phase Departmental Head and the Deputy Principals in each school. The dissertation draws on the work of Bronfenbrenner, whose ecological systems theory explores student achievement best understood as the developmental outcome that emerges as a result of interaction among layers within a complex system. The findings from this study unveiled the pressures that are brought by the policy requirements, including the assessment requirements and the reporting procedures, which tend to then prioritise the issues of data collection rather than ensuring that learners grasp the required basic content that will be used throughout the schooling system.
The management of learner discipline in secondary schools of Limpopo province
(University of Pretoria, 2024-05-30) Sebidi, Simon Diatleng; Nthotho, Maitumeleng; rembu.israel@gmail.com; Tshimilandou, Rembuluwani Israel
This study explored the management of learner discipline in secondary schools of Limpopo province. Teaching and learning primarily depends on a disciplined and respectful environment for learning. Ill-discipline in education systems worldwide has been pronounced a hindrance in schools to achievement education objectives. Using the Skinner Behaviour of Organism theoretical framework, this study adopted a qualitative approach within the interpretivist approach. Using a case study design, five principals and five teachers from secondary schools in the Mvudi circuit of Vhembe district in Limpopo were purposively selected. Data was collected using face-to-face semi-structured interviews and analysed using thematic data analysis steps advocated by Braun and Clarke where the data was familiarised, initial codes generated, potential themes reviewed, themes defined and the report for the study was written. Ethical considerations and trustworthiness were observed when the study was conducted. The study’s findings revealed that ill-discipline continue to ruin teaching and learning in many South African schools. The findings of the study assign this challenge to drug abuse and engagement in cliques’ activities, over-protection of learners by their parents, too many rights provided to learners by South African legislation, limited authority provided to schools to manage discipline and overcrowding in the classrooms. This study recommends that teachers and principals educate parents on school disciplinary policies and procedures, promote school discipline at community events, and involve parents in the discipline of their own children. In order to prevent disciplinary incidents in the classrooms, this study also advises the Department of Basic Education to ensure that teachers respect time on task and instructing the students.
Stakeholder management of student absenteeism at a TVET college in Tshwane North district
(University of Pretoria, 2024-05-15) Nthontho, Maitumeleng; Madonda, Nonjabulo; joe4thelma@gmail.com; Ndlalane-Bapela, Tinyeko Thelma
The purpose of the study was to investigate how a TVET college in Pretoria manages absenteeism among students. My rationale for the study was to reduce recurring absenteeism among students which results in lecturers not completing work scheduled for the week. The study adopted a qualitative case study within an Interpretivism paradigm. A sample of 14 participants was purposefully selected and drawn from TVET lecturers, heads of department (HoDs), student support officers and National Certificate Vocational (NCV) students experiencing high rates of absenteeism. The data were analysed thematically and synthesised to form themes which addressed the research questions. The findings of this study revealed factors contributing to student absenteeism to include personal factors, family factors, socioeconomic factors and institutional factors. However, the National Student Financial Aid Scheme (NSFAS) was found to be the main contributing factor owing to its late payments to students. The findings of the study further revealed that lecturers are finding it difficult to complete the syllabus on time. It is recommended that the college should have a nurse on campus, lecturers should stick to the syllabus, and the college should have accommodation and arrange transport for those students who live a long way from the college. When students apply to the NSFAS for assistance, this should be facilitated at the beginning of the academic year. It is further recommended that the policy be reviewed to make it mandatary for parents to be involved in their children’s education.
Principals’ experiences in implementing the National Code of Professional Conduct in Khomas secondary schools, Namibia
(University of Pretoria, 2024-05-24) Nthontho, Maitumeleng; alsiboli@gmail.com; Siboli, Ausbert Licaba
The study investigated the experiences of secondary school principals in the Khomas Region of Namibia in implementing the National Teachers’ Code of Professional Conduct, officially called the Code of Conduct for the Teaching Service of 2004. The said document sets minimum standards and expectations that teachers are expected to meet. The responsibility to implement it in schools naturally rests on school principals as custodians of schools. Teachers’ conduct, however, was regrettably not consistent with the document’s stipulations at the time of the study. There was therefore a need to explore Khomas Region secondary school principals’ understanding of the document; their implementation strategies; the challenges that they faced in implementation, and how they dealt with them so as to suggest a better implementation model. The Hersey-Blanchard Situational Leadership Theory guided the study which was carried out through a qualitative approach with interpretivism as the research paradigm. A case study design was employed in order to collect rich data on the phenomenon. Sixteen Khomas Region secondary school principals were subjected to semi-structured interviews, and a thematic analysis was used to present, analyse and interpret data. The study generated the following findings: (i) School principals understand the document to be both aspirational and deontological meant to guide and discipline teachers; (ii) many school principals do not conduct fully-fledged, formal induction and/or continuing professional development (CPD) on the document, (iii) the disciplinary process is long and flawed and sometimes the Regional Office does not act on disciplinary cases referred to it (iv) NANTU defends non-compliant teachers, (v) school principals are not adequately trained to counsel non-compliant teachers; (vi) they do not compel HODs to enforce the National Teachers’ Code of Professional Conduct, (vii) school principals’ own weaknesses such as having scant knowledge of the document impede the effectiveness of implementation, (viii) it is difficult to evenly apply the document since schools are complex organisations comprising teachers with diverse personalities and values and, and (x) teachers’ lack of love and passion for teaching trigger disregard for the National Teachers’ Code of Professional Conduct.
Lived mentoring experience of early-career teachers in selected Gauteng public schools : a narrative inquiry
(University of Pretoria, 2021-03) Myende, Phumlani; u29640718@tuks.co.za; Maseko, Vivian Zinhle
This study reports on an investigation into the lived mentoring experiences of earlycareer teachers in selected Gauteng public schools. Although several studies have examined mentoring of early-career teachers, international evidence suggests that the experiences of mentoring for early-career teachers in different schools are not the same, hence the need to understand the same phenomenon in the context of South African schools. Therefore, this study focused on how early-career teachers in selected Gauteng public schools construct their mentoring experiences, what meanings are deduced from these experiences about the nature of mentoring and the benefits of a mentoring programme, and how mentoring of early career teachers could be improved. This study uses the ONSIDE mentoring framework. The research was conducted using a qualitative design and made use of narrative inquiry. Purposive sampling was used to select the eight participants. Data was generated by means of letter writing and narrative interviews; the generated data was then analysed using narrative analysis and analysis of narratives. From the narratives of participants, all early-career teachers, it emerged that mentoring in the selected schools took place formally and informally, and that the teachers were all allocated a senior teacher as their mentor. While mentoring occurs, it emerged that it happens outside deliberate plans on how it should happen and what are the expectations from mentors and mentees. While it is unplanned, the findings further reveal that the participants benefit from psychosocial support, they learn more about classroom management, discipline and subject matter, and benefit from careerrelated support. The study further finds that these early career teachers believe that mentoring can be improved by allocating multiple mentors to one early career teacher, by monitoring and by the creation of space for independence and constructive feedback. This study concludes that the mentoring support available for early-career teachers in schools is inadequate. Schools need to review and improve their mentoring programmes so that early-career teachers can fully benefit from them.
Novice supervisors' experiences of postgraduate supervision at a South African university
(University of Pretoria, 2023-11-30) Nthontho, Maitumeleng; radebelesiba4@gmail.com; Radebe, Lesiba John
This study aimed to investigate novice supervisors' experiences of postgraduate supervision at a South African university. My research was based on the Social Learning Theory (Bandura, 1971), and throughout this thesis, I aimed to demonstrate that novice supervisors were social beings and, therefore, learned the behavior of postgraduate supervision from other postgraduate supervisors, past or current. The study engaged a qualitative approach based on a single study. Eighteen novice supervisors from one university in South Africa were interviewed. These novice supervisor participants illuminated their views, experiences and beliefs regarding their journey as novice supervisors. I presented and interpreted qualitative data of the experiences they had of their work as postgraduate supervisors. The findings revealed that novice supervisors relied on supervision received for their highest qualification acquired or still studying for, to supervise postgraduate students. Novice supervisors also viewed postgraduate supervision as a vital support structure for postgraduate students who need support from the institution. Furthermore, findings revealed that the university had a support system to support novice supervisors, although it was ineffective. Novice supervisors also encountered student-orientated and institution-based challenges as postgraduate supervisors, and strategies to overcome these were outlined. The findings in this study were applied to Bandura's Social Learning Theory concerning the four modelling processes of attention, retention, reproduction and motivation. The study findings were in sync with the four modelling processes of this social learning theory. Bandura's Social Learning Theory suggested that new behavior patterns could be acquired through direct experiences or by observing the behavior of others. Therefore, novice supervisors observed and replicated postgraduate supervision behavior from other postgraduate supervisors through the modelling processes.
A capability-informed policy analysis of higher education access for rural youth in Botswana
(University of Pretoria, 2023-09) Calitz, Talita; e.mmashabile@gmail.com; Mashabile, Esther
The thesis: A capability-informed policy analysis of higher education access for rural youth in Botswana, focused on rural youth’s experiences with arrangements with access in higher education to identify capabilities and constrain factors of access for the rural youth in Botswana. The mixed-method study found that factors within the home, school and community constrained participants’ agency to create pathways and aspirations for higher education. Furthermore, unevenly distributed resources increased participants’ vulnerability to unequal access which can have corrosive effect on students’ aspirations and achievement. Findings also suggest the few students who achieve access face challenges in satisfying basic material resources which decrease their opportunities of success in higher education. However, family support and school support emerged as significant factors enabling access. Despite systemic inequalities in education, students exercised agency to leverage limited opportunities, expanding their options for achieving educational goals.
Doctoral student attrition in Namibian higher education institutions
(University of Pretoria, 2024-01-29) Sing, Nevensha; Sehoole, Chika T.; sshekupeh@gmail.com; Nuuyoma, Esther
The attrition of postgraduate students is a major concern researched on a global scale. This study aimed to investigate and analyse the factors contributing to high attrition rates among doctoral students at two selected higher education institutions in Namibia. Student integration theory provided a framework for this study. The study employed purposive and snowball sampling techniques to select participants. Semi-structured interviews were conducted to gather qualitative data from a sample of twenty-three doctoral students enrolled between 2013 and 2019. Data collection also included documents on the policies of the two institutions. Thematic data analysis of the interview data set revealed four primary themes. These themes include factors that lead to doctoral attrition, implications of delayed doctoral degree completion, experiences with institutional policies, structures and strategies and retention strategies for reducing doctoral attrition. The study found that timeous completion of doctoral studies is hindered by various research supervision issues, including lack of support and feedback, limited knowledge of students’ research topics, strained supervisor-student relationships and the heavy workloads of supervisors. Based on these, this study proposes potential strategies for retention that could limit attrition and encourage persistence toward attaining doctoral degrees. The study argues for the introduction and implementation of a Memorandum of Understanding to be agreed upon between students and supervisors. Additional factors that significantly hinder academic achievement include the added pressure of personal, work and family responsibilities and lack of financial resources. Therefore, the study recommends that a university postgraduate office be formalised with free and accessible student counselling services. Doctoral students attributed the lack of interest and commitment shown by policy-makers, researchers and prospective participants in their studies as a contributing factor to attrition. The analysis of institutional policies revealed that, notwithstanding these documents' well-crafted and comprehensive nature, the implementation process by university authorities responsible for higher degrees is deficient. The study cautions that the poor state of doctoral education in Namibia as demonstrated by the high attrition of students will persist unless the government and universities work together to support its 2030 vision. The study recommends that legislators should involve university managers and postgraduate students in policy formulation to enhance understanding, effective implementation and improved throughput rates.
The role of principals in the management of textbooks in no-fee rural primary schools
(University of Pretoria, 2023-12-08) Sebidi, Simon Diatleng; Nthontho, Maitumeleng; sydneygazide@yahoo.com; Gazide, Sydney Victor
This mini dissertation is on the role of the principal in the management of textbooks in no-fee rural primary schools. There are inadequate studies that have been conducted in the area of textbooks management in South Africa. This study focuses on investigating principals’ experiences in the management of textbooks regarding their responsibilities of managing textbooks, the challenges they encounter when managing textbooks as well as the strategies they deploy to overcome such challenges. The study used Hill, Jones & Schilling (2014) strategic management theory and resource-based theory/views (RBV) by Das & Teng (2000) as lenses to argue that principals can manage textbooks effectively irrespective of the challenges they experience. This study adopted a qualitative approach anchored in an interpretivist’s paradigm and a case study research design. Data for the study was generated through the use of literature review, interviews, observations and document analysis. Five rural primary schools’ principals were purposely selected to participate in the study. The study found out that principals are managing textbooks in schools although their management is hampers by poor textbooks storage facilities, damaging and theft of textbooks, late delivery of textbooks, reluctance of some teachers to engage effectively in the management of textbooks and poor monitoring of textbooks. The study recommends to the department of education to enforce the use of textbooks monitoring systems in schools and provide proper storage facilities for textbooks in schools. It also recommends for principals to involve parents in the management of textbooks and to capacitate teachers in the area of textbooks management
Capabilities of principals managing parental involvement in township primary schools in Ekurhuleni South District
(University of Pretoria, 2023-11) Calitz, Talita; sinodikana@gmail.com; Dikana, Sinoyolo
In considering well-being in educational settings beyond income generation, Melanie Walker makes the case for a Capability Approach to assess a person’s ability to make actual and valuable achievements that will positively impact their well-being. The Capability Approach, a framework by Amartya Sen, seeks to enhance people’s capability to function effectively to expand their capabilities and functionings until they have reason to value the kind of lives they lead. Principals of township primary schools are expected to manage parental involvement until it improves, while several structural issues cause parental involvement in township contexts to be poor. Such issues include the fact that townships experience higher levels of poverty which leads parents to work more jobs and hours and be less available for educational involvement. An additional reason is that township schools sometimes struggle to create strong connections between schools and families which are exacerbated by the illiteracy of parents because they are less able to get involved in issues of curriculum. The problem that this study sought to address is the limited knowledge available on the capabilities that principals of township primary schools possess to manage parental involvement. The findings show that the capabilities of township primary schools in managing parental involvement are underdeveloped when considering structural conversion factors but concerning their individual conversion factors, they are equipped to manage parental involvement. The theoretical framework the study employed is the Capabilities Approach and the methodology to implement this framework included data collection through individual semi-structured interviews which was analysed through deductive thematic analysis.
The impact of institutional culture on work engagement at selected public universities in Ghana
(University of Pretoria, 2023) Sing, Nevensha; misseleanorsam@gmail.com; Antwi, Eleanor Araba
Work engagement and its role in the performance of institutions of higher learning has gained significant attention, extending the debate that engaged employees impact productivity and efficiency. Previous research confirms the relationship between two variables, work engagement and institutional culture, in several developed countries. However, there is limited literature regarding this relationship in developing countries like Ghana, which is the primary motivation for this study. This research sought to examine the existence of a correlation between the two variables at selected public universities in Ghana. It aimed to determine the kind of institutional culture that exists in public universities in Ghana and to explore the parameters of institutional culture that significantly influences work engagement at the selected institutions of higher learning. This study drew primarily on the theoretical understandings of Tierney and Bergquist theories on institutional culture and the Job demands resources model which focuses on work engagement. The study employed explanatory sequential explanatory mixed methods research informed by the pragmatist paradigm. Two hundred employees and thirty heads of department, were selected. Data were generated through a structured questionnaire and semi-structured interviews. Descriptive standards such as frequency distribution, percentages and means were used to interpret the data. Pearson’s correlation analysis was utilised to test the hypothesis, while multiple regression was used to determine and analyse the parameters of institutional culture. The regression analysis revealed that communication makes the strongest statistically distinct contribution in predicting work engagement. The quantitative analysis revealed that communication is a vital parameter of institutional culture and a dominant predictor of work engagement in public institutions in Ghana. Both the quantitative and qualitative data analyses revealed that employees generally experienced low engagement levels in Ghana's public universities. Pearson’s correlation analysis showed a positive relationship between institutional culture and work engagement. This study recommends the implementation of policies that promote effective communication among staff. The study argues that when employees feel valued, they are productively engaged, drive the institutional vision, and contribute meaningfully to institutional culture and success. This study concludes that when employees are engaged, they contribute meaningfully, and institutional culture flourishes, and when they do not feel valued and are disengaged, the institutional culture is out of balance and asynchronous. Keywords: Institutional Culture, Work Engagement, Public University, Senior Members (Teaching & Non-Teaching), Senior & Junior Staff
Management of school infrastructure in informal settlements around Soweto
(University of Pretoria, 2022-08) Marishane, R.N. (Nylon); dlaminia10@gmail.com; Dlamini, Audrey Mamoneisa
Infrastructure is one of the most imperative components of the school that directly affects teaching and learning. The preservation of it is thus important in ensuring that learners attain their education in a conducive and safe environment. This study examines how school management teams and governing bodies manage school infrastructure in informal settlements around Soweto. The study focused on three schools in informal settlements study applied a qualitative method which involved observation and conditions of infrastructure prevailing at the three (3) selected schools. In-depth interviews were held with the school management teams (SMT) and school governing bodies (SGB) of each of the selected schools. A total of twelve (12) individuals were interviewed, of whom six (6) were SMT members and (6) SGB members. The purpose of triangulation, documents such as the assets register, minutes of the maintenance committees and minutes of the safety and security committees were consulted and analysed to check if schools comply with educational policy on safety and security. The study establishes that, even though the Department of Basic Education is mandated to provide a nontoxic and protected environment for all learners, unfortunately learners and educators in schools are not afforded that opportunity. The study points out challenges relating to school infrastructure in informal settlements. Furthermore, the study revealed that schools where protection and dignity are at risk still reflect the demographic inequalities of apartheid. As a result, the study recommended that schools must have a maintenance plan to keep school infrastructure safe and secure.
Applying a capability framework to the management of preservice teachers' mentorship at a Ghanaian university
(University of Pretoria, 2023) Calitz, Talita; jquansah@uds.edu.gh; Quansah, Joseph Yaw Dwamena
This study explores mentorship of preservice teachers at a Ghanaian University to identify capabilities and constrain factors for management of mentoring relationship during teaching practice. The study adopted qualitative multiple-case study, informed by the interpretive paradigm. Purposive sampling was used for twenty (20) preservice teachers, and convenience sampling was used for ten (10) mentor teachers to seek answers to the primary question: what are the capabilities and conversion factors for the management of mentorship during teaching practice at a Ghanaian University? The data were analysed thematically from the verbatim description of the participants' own words collected through semi-structured interviews, focus groups and document analysis. The results of the study are that most participants consider respect, recognition, dignity, and having a voice as key capabilities that contribute to achieving well-being in the management of mentoring relationships. Secondly, the findings indicate participants value open communication as an enabler for management of mentoring relationship. Thirdly, the results suggest unavailability of mentor teachers in mentoring relationship is one of the major constraints in management of mentoring relationship. The results further showed that the unavailability of mentor teachers and inadequate mentorship training for mentor teachers are major constraints in the management of mentoring relationship during teaching practice. The study recommends a mandatory mentorship training for mentor teachers who participate in mentoring preservice teachers. Additionally, orientation should be organized for all preservice teachers at the inception of their teaching practice to help them understand the culture and philosophy of the school for teaching practice.
Financial management of fee-paying public primary schools during the pandemic in Ehlanzeni district
(University of Pretoria, 2023-10-10) Nthontho, Maitumeleng; Sebidi, Simon Diatleng; melusy88@gmail.com; Mamba, Melusi Moses
This study was aimed at investigating the experiences of school governing bodies (SGBs) in fee-paying public primary schools in Ehlanzeni district in Mpumalanga province regarding the financial impact caused by the Covid-19 pandemic. While the financial state of many South African public schools is often dire, the Covid-19 pandemic produced a worst-case scenario. Many parents around the country did not pay school fees, claiming that their children were not attending school, among other reasons (Mhlanga & Moloi, 2020). Although fee-paying public schools receive a grant from the state, this money is not sufficient as they are given approximately six times less funding than no-fee public schools in Quintiles 1 to 3 (NNSSF, 1998). Fee-paying public schools source their finances mainly from the school fees that are paid by parents (Myende et al., 2020. With the Covid-19 pandemic and other similar global pandemics that came before, this implies that there might be other pandemics in future and strategies for financing schools and proper financial management remain crucial. This study pursued a qualitative approach and interpretivism was used as the research paradigm. A total sample of twenty participants (five principals, five SGB chairpersons, five SGB treasurers and five finance officers) from the five selected fee-paying public schools were interviewed. Data analysis commenced during the interview process, to avoid the risk of making premature assumptions and conclusions. The findings reveal that most schools battled to manage their finances during the Covid-19 pandemic. The strategies they used to collect school fees were not effective, and parents were not convinced that they should pay while their children were not attending school. In addition, it was found that most SGBs do not have plans to manage their finances differently should there be another pandemic in future. Finally, the findings reveal possible strategies SGBs could employ to collect school fees from parents during a pandemic.

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