https://ir.unisa.ac.za/handle/10500/30860 2026-05-05T12:51:24Z 2026-05-05T12:51:24Z Kunene, Enicah Busisiwe https://ir.unisa.ac.za/handle/10500/32424 2026-05-05T08:58:02Z 2025-10-01T00:00:00Z

Exploring leadership styles of Gauteng primary schools' principals during corona virus-19 pandemic: a case study Kunene, Enicah Busisiwe The COVID-19 crisis presented challenges for all systems worldwide, yet it also shed light on the significant potential for a groundbreaking leadership style to tackle them. In the Ekurhuleni North District of Gauteng, four primary school principals in Quintiles 1-3 schools demonstrated leadership by going above and beyond to ensure their learners continued to receive a high-quality education. In schools lacking the top resources and ICT amenities, these principals implemented approaches such as WhatsApp and Learner Activity Packs (LAPs) to ensure their learners were not further disadvantaged by the Covid-19 pandemic. By doing so, they ensured that “No child was left behind” and that every learner in their respective schools had access to quality education, with adaptable and compassionate leadership. The study's findings reveal the effectiveness of these leadership styles in addressing the challenges posed by the pandemic and their potential for long-term educational equality. Some critics argue that disadvantaged schools face challenges with class sizes and finances. The ground-breaking approaches taken by these school principals in the Ekurhuleni North District present a different perspective. Their flexible leadership styles not only confront the disruptions caused by the pandemic but also set the foundation for long-term educational equality. By embracing technology, building community partnerships, and continually advocating for their school’s needs, these principals demonstrated that the real constraint is not a lack of resources but a limited imagination. They highlighted that with leadership and community focus, positive educational changes can happen even in challenging situations.; Die uitbreek van die Covid-19-krisis het uitdagings vir alle stelsels wêreldwyd gebied, maar dit het ook lig gewerp op die beduidende potensiaal vir baanbrekende leierskapstyl wat nodig is om hierdie uitdagings aan te pak. In die Ekurhuleni Noorddistrik van Gauteng het vier laerskoolhoofde in 'n Kwintiel 1-3-skole leierskapsvaardighede getoon deur bo en behalwe vir hul leerders te gaan om te verseker dat hul leerders voortgaan om 'n hoë-gehalte onderwys te ontvang. Hierdie skoolhoofde werk in skole wat nie die beste hulpbronne en IKT gehad het nie, en het benaderings geïmplementeer soos die gebruik van WhatsApp en Leerderaktiwiteitspakkette (LAP's) om te verseker dat hul leerders nie verder deur Covid-19-pandemie benadeel word nie. Deur dit te doen, het hulle verseker dat elke “Geen kind agtergelaat word nie” en elke leerder in hul onderskeie skole toegang tot gehalte-onderrig ontvang met leierskap wat aanpasbaar en deernisvol is. Sommige kritici voer aan dat benadeelde skole uitdagings in die gesig staar wat die aantal leerders in 'n klas en finansies betref. Die baanbrekerbenaderings wat deur hierdie skoolhoofde in Ekurhuleni-Noord-distrik geneem is, bied 'n ander perspektief. Hul buigsame leierskapstyle het nie die ontwrigtings wat deur die pandemie veroorsaak is, gekonfronteer nie, maar het ook die grondslag gelê vir langtermynonderwysgelykheid. Deur tegnologie te omhels, gemeenskapsvennootskappe te bou en voortdurend te pleit vir hul skole se behoeftes; hierdie beginsels het getoon dat die werklike beperking nie 'n gebrek aan hulpbronne is nie, maar dié van beperkte verbeelding. Hulle het 'n waarheid beklemtoon dat met leierskap en gemeenskapsfokus positiewe veranderinge in onderwys selfs in moeilike situasies kan plaasvind.; Ukuqubuka kwenhlekelele ye-Covid-19 kulethe izinselelo kuzo zonke izinhlelo emhlabeni jikelele, nokho futhi kukhanyisela amandla abalulekile esitayela sobuholi esidingekayo ukuze kubhekwane nalezi zinselelo. Esifundeni sase-Ekurhuleni eNyakatho yeGauteng othishanhloko abane bezikole zamabanga aphansi ezikoleni eziku-Quintile 1-3 bakhombise amakhono obuholi ngokwenza okungaphezu kwalokho kubafundi babo ukuze baqinisekise ukuthi abafundi babo bayaqhubeka nokuthola imfundo esezingeni eliphezulu. Njengoba besebenza ezikoleni ezingenazo izinsiza eziphezulu kanye ne-ICT, laba thishanhloko basebenzise izindlela ezifana nokusebenzisa i-WhatsApp kanye nama-LAPs ukuze baqinisekise abafundi babo lapho bengancishwe amathuba khona ngenxa yobhubhane lwe-Covid-19. Ngokwenza kanjalo, baqinisekisa ukuthi akukho ngane eyasala ngemuva futhi wonke umfundi ezikoleni zabo ngokwehlukana kwabo uthola ukufinyelela emfundweni esezingeni eliphezulu enobuholi obuvumelana nezimo nozwelo. Abanye abagxeki bathi izikole ezintulayo zibhekana nezinselelo ngokwenani labafundi ekilasini nangokwezimali. Izindlela eziphusile ezithathwe yilaba thishanhloko, esifundeni sase-Ekurhuleni eNyakatho ziveza umbono ohlukile. Izitayela zabo zobuholi eziguquguqukayo azizange zibhekane nokuphazamiseka okubangelwa yilolu bhubhane kodwa futhi zabeka isisekelo sokulingana kwemfundo yesikhathi eside. Ngokwamukela ubuchwepheshe, ukwakha ubudlelwano bomphakathi kanye nokuqhubeka nokumela izidingo zezikole zabo; laba thishanhloko bakhombise ukuthi into eyingqinamba ayikona ukushoda kwezinsiza kodwa wukucabanga okulinganiselwe. Bagqamisa iqiniso lokuthi ngokugxila kobuholi kanye nomphakathi, izinguquko ezinhle kwezemfundo zingenzeka ngisho nasezimeni ezinzima. Text in English with Abstracts in Afrikaans and Zulu

2025-10-01T00:00:00Z Mashaba, Juliet Bodibadi https://ir.unisa.ac.za/handle/10500/32422 2026-05-05T08:48:50Z 2025-12-01T00:00:00Z

Teachers' experiences of implementing the curriculum, abridged version of section four amendments in grade 12 Mashaba, Juliet Bodibadi The COVID-19 pandemic significantly disrupted schooling and required education systems to adjust curriculum delivery to address learning losses. In South Africa, the Department of Basic Education introduced the abridged version of the Curriculum and Assessment Policy Statement (CAPS) Section Four amendments to support curriculum recovery and ensure coverage of essential content. This study explored the experiences of Grade 12 teachers implementing the abridged curriculum in a rural secondary school context after the COVID-19 disruptions. Guided by the interpretivist paradigm, the study employed a qualitative single case study design to gain an in-depth understanding of teachers’ experiences. Data were generated through semi-structured interviews, non-participant classroom observations, and document analysis. Cultural-Historical Activity Theory (CHAT) informed the analysis of how contextual and systemic factors shaped teachers’ curriculum implementation practices. Thematic analysis identified key themes related to teacher preparedness and professional capacity, curriculum interpretation, resource availability and institutional support, classroom implementation practices, and teacher adaptation strategies. The findings indicate that teachers’ experiences were influenced by their curriculum knowledge, access to professional development, and the contextual realities of the rural school environment. Teachers adopted various adaptive teaching and assessment strategies to respond to post-pandemic learning demands. The study contributes to understanding how curriculum reforms are enacted in rural classrooms and offers insights for strengthening teacher support and curriculum implementation in post-pandemic education.

2025-12-01T00:00:00Z Rambuda, Nndivhiseni Gloria https://ir.unisa.ac.za/handle/10500/32421 2026-05-05T08:47:02Z 2025-10-01T00:00:00Z

Investigating effective strategies for integrating littering management into education for sustainable development in Vhembe East District, Limpopo Rambuda, Nndivhiseni Gloria Littering in schools remains a persistent global challenge with significant implications for learners’ health and environmental well-being. Despite the efforts of governments and schools to maintain clean and safe learning environments, littering continues to be a widespread problem. This study investigates how littering can be sustainably managed in primary schools as a form of Education for Sustainable Development (ESD), focusing on selected schools in the Vhembe East District, Limpopo Province. Specifically, it explores the factors that enable or hinder the sustainable management of litter within the school environment. The study is framed by the Theory of Planned Behavior (TPB), which provides a lens for understanding the attitudes, subjective norms, and perceived behavioral controls influencing litter management practices. An exploratory qualitative multiple case study design was employed, targeting three conveniently selected primary schools in the district. Data were collected through semi-structured interviews, focus group discussions, and non-participant observations, and analyzed using thematic analysis. Participants included school principals, School Governing Body (SGB) chairpersons, Grade 6 Natural Science and Technology teachers, school cooks, street vendors, and learners. Focus group discussions with learners, cooks, and vendors provided diverse perspectives, while observations offered valuable insights into littering patterns and practices within the school context. The study revealed that participants possessed limited knowledge of environmental education and sustainable litter management strategies and faced numerous challenges requiring support from the Department of Basic Education. While some teachers attempted to address littering through classroom rules, learners’ codes of conduct, and outdoor activities, schools generally lacked the resources necessary for effective litter management. The findings underscore the need for external support, including teacher training, provision of recycling bins, financial assistance, and clear guidance on litter management practices. Furthermore, the study highlights the importance of government-led awareness initiatives—such as campaigns to minimize litter and the establishment of school libraries to prevent littering caused by discarded learning materials. To promote sustainable litter management, the study recommends targeted teacher training on integrating litter management into classroom instruction, the provision of recycling bins and other relevant resources, systematic separation of waste for recycling, implementation of environmental awareness programmes, and the development of school-specific environmental policies by principals and School Governing Bodies.; U laṱela thukhwi zwikoloni zwi kha ḓi vha khaedu ya ḽifhasi i sa fheli ine ya vha na masiandoitwa mahulwane kha mutakalo wa vhagudi na vhuḓifari ha mupo. Naho mivhuso na zwikolo zwo ita vhuḓidini ha u vhulunga fhethu ha u guda ho kunaho na ho tsireledzeaho, u posa mathukhwi zwi kha ḓi vha thaidzo yo phaḓalalaho. Ngudo iyi i ṱoḓisisa nḓila ine u laṱwa ha mathukhwi ha nga langiwa ngayo nga nḓila i bveledzaho zwikoloni zwa phuraimari sa mufuda wa Pfunzo ya Mveledziso ya Tshifhinga tshilapfu (ESD), yo sedza kha zwikolo zwo khethiwaho zwa Tshiṱiriki tsha Vhembe Vhubvaḓuvha, Vunḓuni ḽa Limpopo. Zwo ṱanḓavhuwaho, i ṱoḓisisa zwithu zwine zwa konisa kana u thithisa ndaulo ya mathukhwi i bveledzaho nga ngomu ha vhupo ha tshikolo. Ngudo yo vhumbiwa nga Theory of Planned Behavior (TPB), ine ya ṋetshedza lense ya u pfesesa mavhonele, maitele a ṱhoho, na ndaulo ya vhuḓifari yo dzhiiwaho ine ya ṱuṱuwedza maitele a u langa mathukhwi. Ho shumiswa nzudzanyo ya ngudo ya tsumbo nnzhi ya ṱhoḓisiso ya vhuimo, yo livhiswaho kha zwikolo zwiraru zwa phuraimari zwo khethiwaho zwavhuḓi kha tshiṱiriki. Datha yo kuvhanganywa nga kha inthavhiyu dzo dzudzanywaho nga tshipiḓa, nyambedzano dza zwigwada zwo livhiswaho, na ṱhogomelo dza vha sa dzheneli, nahone dza senguluswa hu tshi shumiswa tsenguluso ya thero. Vha dzhenelaho vho katela ṱhoho dza zwikolo, vhadzulatshidulo vha Tshigwada tshi Langaho Zwikolo (SGB), vhadededzi vha Gireidi ya 6 ya Saintsi ya Mvelo na Thekinoḽodzhi, vhabiki vha zwikolo, vharengisi vha zwiṱaraṱani, na vhagudiswa. Nyambedzano dza zwigwada zwo livhiswaho na vhagudi, vhabiki, na vharengisi dzo ṋetshedza mavhonele o fhambanaho, ngeno u sedza zwo ṋetshedza nḓivho ya ndeme kha maitele a u posa mathukhwi na maitele nga ngomu ha nyimele ya tshikolo. Ngudo yo dzumbulula uri vha dzhenelaho vho vha vhe na nḓivho ṱhukhu ya pfunzo ya mupo na zwiṱirathedzhi zwa u langa mathukhwi zwi bveledzaho nahone vho sedzana na khaedu nnzhi dzine dza ṱoḓa thikhedzo u bva kha Muhasho wa Pfunzo ya Mutheo. Naho vhaṅwe vhadededzi vho lingedza u tandulula u laṱwa ha mathukhwi nga milayo ya kiḽasirumuni, milayo ya vhuḓifari ya vhagudi, na mishumo ya nnḓa, zwikolo nga u angaredza zwo vha zwi si na zwishumiswa zwi ṱoḓeaho u itela u langa mathukhwi nga nḓila i bvelelaho. Mawanwa a ombedzela ṱhoḓea ya thikhedzo ya nnḓa, hu tshi katelwa na u gudisa vhadededzi, u ṋetshedzwa ha mabini a u vhuedzedza zwithu zwo no shumiswaho, thuso ya masheleni, na vhulivhisi vhu re khagala ha maitele a u langa mathukhwi. Zwiṅwe hafhu, ngudo i sumbedza ndeme ya vhukando ha u ḓivhadza vhune ha rangwa phanḓa nga muvhuso—vhu ngaho viii mafulo a u fhungudza mathukhwi na u thomiwa ha laiburari dza zwikolo u itela u thivhela mathukhwi ane a vhangwa nga zwishumiswa zwa u guda zwo laṱiwaho. U ṱuṱuwedza ndaulo ya mathukhwi i bveledzaho, ngudo i themendela vhugudisi ho livhiswaho ha vhadededzi kha u ṱanganya ndaulo ya mathukhwi kha ndayo ya kiḽasirumuni, ṋetshedzo ya mabini a u vhuedzedza mathukhwi na zwiṅwe zwishumiswa zwo teaho, u fhandekanya nga nḓila yo dzudzanyeaho mathukhwi u itela u vhuedzedza, u thomiwa ha mbekanyamushumo dza nḓivho ya mupo nga ṱhoho dza tshikolo dza mupo, na mveledziso ya mbekanyamaitele dzo khetheaho dza mupo wa tshikolo.; Ku lahliwa ka thyaka eswikolweni ku tshama ku ri ntlhontlho wa misava hinkwayo lowu phikelelaka lowu nga na switandzhaku leswikulu eka rihanyo ra vadyondzi na vuhlayiseki bya mbango. Ku nga khathariseki matshalatshala ya tihulumendhe ni swikolo ku hlayisa tindhawu to dyondzela eka tona leti tengeke ni leti hlayisekeke, ku lahliwa ka thyaka ku ya emahlweni ku va xiphiqo lexi hangalakeke. Dyondzo leyi yi lavisisa hilaha ku lahliwa ka thyaka ku nga lawuriwaka hakona hi ndlela leyi nga heriki eswikolweni swa le hansi tanihi xivumbeko xa Dyondzo ya Nhluvukiso lowu nga heriki (ESD), ku kongomisa eka swikolo leswi hlawuriweke eXifundzheni xa Vhembe East, eXifundzheninkulu xa Limpopo. Hi ku kongoma, yi lavisisa swilo leswi endlaka leswaku ku va na vulawuri lebyi nga heriki bya thyaka endzeni ka ndhawu ya xikolo. Dyondzo leyi yi vumbiwile hi Theory of Planned Behavior (TPB), leyi nyikaka lens yo twisisa mavonelo, mimpimanyeto ya xiviri, na vulawuri bya mahanyelo lebyi voniwaka lebyi kucetelaka maendlelo ya vulawuri bya thyaka. Dizayini ya dyondzo ya timhaka to tala ya xiyimo xo lavisisa yi tirhisiwile, leyi kongomisiweke eka swikolo swinharhu swa le hansi leswi hlawuriweke hi ndlela yo olova eka xifundzankulu. Data yi hlengeletiwile hi ku tirhisa mimbulavurisano leyi nga hlelekangiki ngopfu, mimbulavurisano ya ntlawa lowu kongomisiweke, na ku langutisisa loku nga ngheneriki, naswona yi xopaxopiwile hi ku tirhisa nxopaxopo wa nhlokomhaka. Vatekaxiave va katsa tinhloko ta swikolo, vatshamaxitulu va Huvo leyi Fumaka ya Swikolo (SGB), vadyondzisi va Giredi ya 6 ya Sayense ya Ntumbuluko na Thekinoloji, vapheki va swikolo, vaxavisi va le xitarateni, na vadyondzi. Mimbulavurisano ya ntlawa lowu kongomisiweke na vadyondzi, vapheki, na vaxavisi yi nyikile mavonelo yo hambana, kasi ku langutisisa ku nyikile vutivi bya nkoka eka swivumbeko na maendlelo yo lahlela thyaka endzeni ka xiyimo xa xikolo. Dyondzo yi paluxile leswaku vatekaxiave a va ri na vutivi lebyi nga nyawuriki bya dyondzo ya mbango na tindlela ta vulawuri bya thyaka lebyi nga heriki naswona va langutane na mintlhontlho yo tala leyi lavaka nseketelo ku suka eka Ndzawulo ya Dyondzo ya Masungulo. Loko vadyondzisi van’wana va ringete ku lulamisa ku lahliwa ka thyaka hi ku tirhisa milawu ya tlilasi, milawu ya mahanyelo ya vadyondzi, na migingiriko ya le handle, swikolo hi ntolovelo a swi pfumala switirhisiwa leswi lavekaka eka vulawuri bya thyaka lebyi humelelaka. Swikumiwa swi kandziyisa xilaveko xa nseketelo wa le handle, ku katsa na ndzetelo wa vadyondzisi, mphakelo wa swibye swo vuyisa swilo leswi nga tirhisiwangiki, mpfuneto wa timali, na nkongomiso lowu nga erivaleni eka maendlelo ya vulawuri bya thyaka. Ku tlula kwalaho, nkambisiso lowu wu kombisa nkoka wa migingiriko yo lemukisa leyi kongomisiwaka hi mfumo—yo tanihi matshalatshala yo hunguta thyaka ni ku simekiwa ka tilayiburari ta swikolo ku sivela ku lahliwa ka thyaka loku vangiwaka hi switirhisiwa swo dyondza leswi lahliweke. Ku tlakusa vulawuri bya thyaka lebyi nga heriki, ndzavisiso wu ringanyeta ndzetelo wa vadyondzisi lowu kongomisiweke eka ku hlanganisa vulawuri bya thyaka eka ndzetelo wa le tlilasini, mphakelo wa swibye swo vuyisa thyaka na switirhisiwa swin’wana leswi faneleke, ku hambanisiwa ka thyaka hi ndlela leyi hlelekeke ku tlheriseriwa endzhaku, ku tirhisiwa ka minongonoko yo lemukisa mbango, na ku tumbuluxiwa ka tipholisi ta mbango leti kongomisiweke eka swikolo hi tinhloko ta swikolo na Mihlangano yo Lawula Swikolo.

2025-10-01T00:00:00Z Zhakata, Revi https://ir.unisa.ac.za/handle/10500/32420 2026-05-05T08:45:28Z 2024-09-26T00:00:00Z

Ubuntu education in secondary schools' curriculum: challenges and perspective in Zimbabwe Zhakata, Revi This study examines the relevance and potential integration of Ubuntu as a formal subject within the secondary school curriculum in Zimbabwe, framed through the pedagogical lens of Ubuntugogy. Grounded in the context of decolonising education and fostering indigenous knowledge systems, the study investigates the perspectives of key educational stakeholders, including educators, school administrators, and officials from the Curriculum Development and Technical Services (CDTS). The primary aim is to explore the feasibility, challenges, and implications of embedding Ubuntu into the formal curriculum as a means of promoting inclusivity, African epistemology, and the Africanisation of education. Qualitatively, the study adopts a phenomenological research design to elicit deep insights from purposively selected participants notably: one CDTS official, twenty educators, and six school administrators from three strategically chosen secondary schools in the Chitungwiza District (Zimbabwe). Data were collected through semi-structured in-depth interviews and an analysis of key policy documents, including the Ministry of Primary and Secondary Education (MoPSE) Curriculum Framework (2015-2022). The findings reveal a complex, yet broadly positive stance towards the integration of Ubuntu as a curriculum subject. Participants acknowledged its potential to enrich the educational experience by fostering values such as inclusivity, ethical leadership, and cultural relevance, while promoting African knowledge systems and practices. However, significant challenges were identified that could impede its practical implementation. These include the impact of globalisation, moral degradation, social media influence, inadequate teacher training, resource limitations, and the complexities of cultural diversity within the educational system. It is argued that the integration of Ubuntu education holds transformative potential for fostering a more holistic and culturally relevant learning environment. The research concludes that a careful and strategic approach to curriculum development, incorporating sufficient teacher training and resource allocation, could mitigate these barriers and support the meaningful inclusion of Ubuntu in secondary education. Cultural and indigenous knowledge-based systems are recommended in shaping the future of education in Zimbabwe. Thus, the study catalyses on further research and practical initiatives aimed at enhancing the role of Ubuntu values in Zimbabwean schools and beyond.

2024-09-26T00:00:00Z