https://ir.unisa.ac.za/handle/10500/4671 2026-09-19T00:50:21Z https://ir.unisa.ac.za/handle/10500/33048 Challenges in supporting novice educators: a case of secondary schools in Limpopo Mailuka, Nkuna France The effective induction of novice educators is crucial for promoting professional growth, enhancing instructional quality, and ensuring the overall success of educational institutions. In the Seshego Circuit of Limpopo’s secondary schools, school management teams (SMTs) face numerous challenges in onboarding new teachers. This qualitative study examines the specific barriers encountered during the induction process, drawing on interviews and focus group discussions conducted with principals, department heads, and recently appointed educators. Key findings reveal that SMTs often struggle with inadequate resources, including insufficient orientation materials and limited time allocated for mentoring. Additionally, high workloads and large class sizes detract from experienced teachers' capacity to provide ongoing support to novices. The lack of formalised induction programmes and clear guidelines further exacerbates the difficulties, resulting in inconsistent and fragmented support structures. Novice educators often report feeling overwhelmed by administrative demands and classroom management issues, citing a lack of guidance and feedback as major concerns. Moreover, cultural and linguistic diversity within the educator cohort poses additional challenges for adaptation, while insufficient professional development opportunities hinder the growth and confidence of new teachers. The study also highlights the impact of broader systemic issues, such as policy constraints and budgetary limitations, on the effectiveness of induction practices. To address these challenges, the research recommends developing structured induction frameworks, increasing the allocation of resources for mentoring, and establishing collaborative professional learning communities. Enhanced communication and ongoing evaluation of induction practices are also advocated to ensure continuous improvement. By addressing these challenges, SMTs in Seshego Circuit can better support novice educators, thereby promoting teacher retention, professional satisfaction, and improved learner outcomes within Limpopo’s secondary schools. 2026-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33047 Exploring the management of the practical component in the hospitality national certificate vocational programme at a TVET college in KwaZulu-Natal Ngcobo, Siphesihle This study explored how TVET lecturers manage the practical component of the Hospitality National Certificate (Vocational) programme at selected TVET colleges in KwaZulu-Natal, South Africa. The exploration was motivated by persistent concerns about the disconnection between theoretical instruction and practical training in vocational education, and the implications this has for graduate competence and employability. Given the centrality of practical training in Hospitality education, the study sought to examine how practical components are implemented, assessed, and supported within TVET institutions. A qualitative research approach was adopted within an interpretivist paradigm, using an exploratory case study design. Data were generated through semi-structured interviews with eight (8) purposively selected participants, comprising Hospitality senior lecturers and Heads of Department from selected campuses offering the Hospitality programme. Purposive sampling was employed to ensure that participants had direct experience in managing and implementing the practical component. The data were analysed thematically to identify patterns related to the management, delivery, and assessment of practical training. The findings revealed that, although lecturers recognise the importance of practical training in developing vocational competence, its effective implementation is constrained by systemic and institutional challenges. These include limited resources, inadequate training facilities, time pressures and assessment practices that prioritise compliance over authentic skill development. Lecturers employed adaptive strategies to mitigate these challenges; however, such practices were largely informal and unsustainable. The study concluded that strengthened institutional support, improved resourcing and closer alignment between theory, practice and assessment are essential for enhancing graduate work readiness within the TVET Hospitality programme. 2026-02-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33046 The influence of social media on academic performance in secondary schools in KwaZulu-Natal Ebrahim, Shamshaad Begum This quantitative study investigated the relationship between social media usage and academic performance among secondary school learners in KwaZulu-Natal. Using a descriptive-correlational research approach, data were collected from 300 learners across three secondary schools through structured questionnaires, achieving an 85.7% response rate. The findings revealed intensive social media engagement patterns, with 47.7% of participants spending over two hours daily on platforms during school days, increasing to 64% on weekends. WhatsApp dominated platform usage at 95.7%, followed by TikTok at 66% and YouTube at 63%. Concerning patterns emerged, with 66.3% of learners checking platforms more than five times daily and 66.4% engaging in late-night usage after 10 PM. Statistical analysis demonstrated statistically significant inverse relationships between social media engagement patterns and academic performance measures. Daily usage correlated strongly with study time impact (r = .456, p < .01) and homework distraction (r = .523, p < .01). Multiple regression analysis revealed that social media variables explained 42.1% of academic performance variance, with daily usage emerging as the strongest predictor (β = .423, p < .001). Grade changes showed a concerning 2:1 ratio of decline to improvement (29.3% vs 15%). Despite 66% of learners recognizing social media’s negative academic impact, the use of management strategies remained limited. Only 22% regularly implemented temporal boundaries or notification management, revealing a significant awareness-action gap. Educational usage patterns were limited, with only 29.3% of learners reporting frequent use of social media platforms for academic purposes. The study identified institutional disconnection, with 62.4% of learners reporting limited teacher integration of social media into learning activities. Collaborative potential received the strongest recognition at 56.3% agreement, while motivational impact was predominantly negative at 52% disagreement. These findings provide empirical evidence supporting targeted digital literacy interventions that develop self-regulation skills while harnessing collaborative benefits. Recommendations include comprehensive digital well-being programmes, structured teacher training, and institutional policies promoting balanced pedagogical integration of technology in South African secondary education contexts.; Nalu ucwaningo olwenziwe ngendlela yobuningi (quantitative study) oluhlola ubudlelwano phakathi kokusetshenziswa kwezinkundla zokuxhumana nempumelelo yezemfundo kubafundi bezikole zamabanga aphezulu eKwaZulu-Natal. Kusetshenziswa indlela yocwaningo echazayo nehlobanisa (descriptive-correlational approach), imininingwane yaqoqwa kubafundi abangama-300 abavela ezikoleni ezintathu zamabanga aphezulu ngokusebenzisa imibuzo ehleliwe, kwatholakala izinga lokuphendula elingamaphesenti angu-85.7%. Imiphumela yembule amaphethini okusebenzisa izinkundla zokuxhumana ngokweqile, lapho u-47.7% wabahlanganyeli echitha amahora angaphezu kwamabili ngosuku ezinkundleni ngezinsuku zesikole, kukhuphukela ku-64% ngezimpelasonto. I-WhatsApp iyona ehola ngokusetshenziswa ngamaphesenti angu-95.7%, ilandelwe i-TikTok ngama-66% kanye ne-YouTube ngama-63%. Kwavela amaphethini akhathazayo, lapho u-66.3% wabafundi behlola izinkundla izikhathi ezingaphezu kwezinhlanu ngosuku kanye no-66.4% besebenzisa izinkundla phakathi nobusuku ngemva kwehora leshumi (10 PM). Ukuhlaziywa kwezibalo (statistical analysis) kwabonisa ubudlelwano obuphambene obubalulekile phakathi kwamaphethini okusebenzisa izinkundla nezimpawu zempumelelo yezemfundo. Ukusetshenziswa kwansuku zonke kwahlobana kakhulu nomthelela esikhathini sokufunda (r = .456, p < .01) kanye nokuphazamiseka emisebenzini yasekhaya (r = .523, p < .01). Ukuhlaziywa kokuhlehla okuningi (multiple regression analysis) kwembula ukuthi izinto ezihlobene nezinkundla zichaze amaphesenti angu-42.1% okwehluka kwempumelelo yezemfundo, kanti ukusetshenziswa kwansuku zonke kwaba isibikezelo esinamandla (β = .423, p < .001). Izinguquko emabangeni zikhombise isilinganiso esikhathazayo soku-2:1 phakathi kokwehla nokwenyuka (29.3% kuqhathaniswa no-15%). Nakuba u-66% wabafundi bewubona umthelela ongemuhle wezinkundla emfundweni, ukusetshenziswa kwamasu okulawula kwakukhawulelwe. Ngu-22% kuphela owasebenzisa njalo imingcele yesikhathi noma ukuphatha izaziso, okuveza igebe elikhulu phakathi kokwazi nokusebenza. Amaphethini okusebenzisa izinkundla ngezinjongo zemfundo abelimited, njengoba ngu-29.3% kuphela wabafundi obika ukusebenzisa izinkundla zokuxhumana njalo ngezinjongo zemfundo. Ucwaningo lwahlonza ukungahlangani kwezikhungo (institutional disconnection), lapho u-62.4% wabafundi bebeka umkhawulo wokuhlanganiswa kwezinkundla othishanhloko emisebenzini yokufunda. Amandla okusebenzisana (collaborative potential) athole ukuqashelwa okukhulu ngamaphesenti angu-56.3% abavumelayo, kanti umthelela wokugqugquzela (motivational impact) ubungemuhle kakhulu ngamaphesenti angu-52% abangavumelani. Le miphumela inikeza ubufakazi obusekelayo bokungenelela okuhlosiwe kwe-digital literacy okuthuthukisa amakhono okuzilawula kuyilapho kusetshenziswa izinzuzo zokubambisana. Izincomo zihlanganisa izinhlelo ezibanzi zenhlala-kahle yedijithali, ukuqeqeshwa okuhleliwe kothisha, kanye nezinqubomgomo zezikhungo ezikhuthaza ukuhlanganiswa okulinganiselayo kobuchwepheshe ngokwezemfundo ezimeni zemfundo yamabanga aphezulu eNingizimu Afrika.; Phuputso ena ea bongata (quantitative study) e ile ea fuputsa kamano lipakeng tsa tšebeliso ea li-social media le katleho ea thuto har'a baithuti ba likolo tse mahareng tsa KwaZulu-Natal. Ho sebelisoa mokhoa oa lipatlisiso o hlalosang le o amanyang (descriptive-correlational approach), lintlha li ile tsa bokelloa ho baithuti ba 300 ba tsoang likolong tse tharo tse mahareng ka lipotso tse hlophisitsoeng, ho ile ha fumanoa tekanyo ea karabo ea 85.7%. Liphetho li senotse mekhoa e matla ea ho sebelisa li-social media, moo 47.7% ea bankakarolo ba qetang lihora tse fetang tse peli ka letsatsi li-platform tsa marang-rang matsatsing a sekolo, e nyolohela ho 64% mafelong a beke. WhatsApp e etelletse pele tšebelisong ea platform ka 95.7%, e lateloe ke TikTok ka 66% le YouTube ka 63%. Mekhoa e tšoenyang e ile ea hlaha, ka 66.3% ea baithuti ba hlahlobang li-platform makhetlo a fetang a mahlano ka letsatsi le 66.4% ba sebelisa marang-rang bosiu ka mor'a hora ea leshome (10 PM). Tlhahlobo ea lipalo-palo (statistical analysis) e bontšitse likamano tse khahlanong le tse bohlokoa lipakeng tsa mekhoa ea tšebeliso ea li-social media le litekanyo tsa katleho ea thuto. Tšebeliso ea letsatsi le letsatsi e ile ea amana ka matla le phello ea nako ea ho ithuta (r = .456, p < .01) le tšitiso ea mosebetsi oa lapeng (r = .523, p < .01). Tlhahlobo e ngata ea kheloho (multiple regression analysis) e senotse hore lintho tse amanang le li-social media li hlalositse 42.1% ea phapang ea katleho ea thuto, ka tšebeliso ea letsatsi le letsatsi e le ponelopele e matla (β = .423, p < .001). Liphetoho tsa limaraka li bontšitse tekanyo e tšoenyang ea 2:1 ea ho theoha ho ea ho ntlafatso (29.3% ho fapaneng le 15%). Leha 66% ea baithuti ba lemoha phello e mpe ea li-social media thutong, tšebeliso ea maano a taolo e ile ea lula e lekanyelitsoe. Ke 22% feela ea neng a sebelisa kamehla meeli ea nako kapa taolo ea tsebiso (notification management), e senolang lekhalo le leholo lipakeng sa tsebo le ketso. Mekhoa ea tšebeliso ea thuto e ne e lekanyelitsoe, ka 29.3% feela ea baithuti ba tlalehang ho sebelisa li-platform tsa li-social media kamehla ka merero ea thuto. Phuputso e ile ea khetholla karohano ea setsi (institutional disconnection), moo 62.4% ea baithuti ba tlalehang ho kopanngoa ho lekanyelitsoeng ha li-social media ke matichere mesebetsing ea ho ithuta. Monyetla oa tšebelisano (collaborative potential) o ile oa fumana kananelo e matla ka tumellano ea 56.3%, ha phello ea khothatso (motivational impact) e ne e le mpe haholo ka ho se lumellane ha 52%. Liphetho tsena li fana ka bopaki bo tšehetsang bo keneleng pele bo lebisitsoeng ho digital literacy bo ntlafatsang bokhoni ba ho itaola ha bo ntse bo sebelisa melemo ea tšebelisano. Likhothaletso li kenyelletsa mananeo a batsi a boiketlo ba dijithale (digital well-being programmes), koetliso e hlophisitsoeng ea matichere, le maano a setsi a khothalletsang kopanyo e leka-lekaneng ea theknoloji thutong maemong a thuto e mahareng ea Afrika Boroa. Text in English with abstracts in Zulu and Sesotho 2026-02-27T00:00:00Z https://ir.unisa.ac.za/handle/10500/33035 Geography Teachers’ Experiences of Implementing Grade 12 Geomorphology Fieldwork: A Case of Tshwane District Secondary Schools. Nkuna, Victor Rhulani study aimed to gain insight into the use of geomorphology fieldwork in Grade 12 classes for conceptual understanding. The geography CAPS document provides guidance to teachers on the concepts to be taught and assessed through the program of assessment and further recommends teaching strategies to be used thereof, and fieldwork is one of the suggested strategies. As a result, following purposive and convenience sampling, the study focused on nine secondary schools from three districts in Tshwane, investigating geography teachers’ experiences of implementing Grade 12 geomorphology fieldwork. Guided by the Place-Based Education theory, Social-Constructivism theory and Experiential Learning theory to identify and discuss the nuances of geography teachers’ practices, the study sought to understand geography teachers’ experience regarding fieldwork implementation in grade 12. This study adopted a qualitative approach through an intrinsic case study to generate data from participants using semi-structured interviews and document analysis, and the data were analysed thematically to facilitate seamless discussion of findings through the identified themes and sub-themes. The findings revealed a scant implementation of geomorphology fieldwork among the participants. However, this finding was backed by myriad challenges that participating teachers cited as hindering factors. Time constraints, curriculum coverage, financial implications, lack of stakeholder support, safety concerns, lack of adequate training to implement fieldwork, and teachers’ workload were challenges that impeded their successful implementation of geomorphology fieldwork in their classes. Nevertheless, the study concluded that there’s a lack of theoretical understanding of the importance of experiential learning in fieldwork as a result of the school-based policy on teaching and learning silence to support CAPS directive on the importance of fieldwork activities to enhance learners' comprehension of geomorphology. The study proposed a Framework for Geomorphology Fieldwork to guide Geography teachers to implement fieldwork in teaching successfully.; Ndzavisiso lowu a wu langutisisi hi ku kongoma ndlela leyi ntirho wa le masipala (fieldwork) wa geomorphology wu tirhisiwaka ha yona eka tidyondzo ta Geography ta Grade 12 ku pfuna ku twisisa switandzhaku. Xiletelo xa CAPS xa Geography xi nyika varhumiwa va dyondzo swikongomelo swa tidyondzo leswi faneleke ku dyondzisiwa ni ku kambisisiwa hi ndlela ya assessment naswona xi tlhela xi tshembisa swindlela swa dyondzo leswi nga tirhisiwaka, leswi endlaka leswaku ntirho wa le masipala wu va wun’wana wa swona. Ku ri hi leswi, ku tirhisa ku hlawula hi xikongomelo ni ku olova ka nkoka, ndzavisiso wu langute swikolo swa vunkombo eka tindzawulo ta nharhu ta Tshwane ku kambela matirhelo ya varhumiwa va Geography eka ntirho wa le masipala wa geomorphology wa Grade 12. Ndzavisiso wu khumbiwa hi Theory ya Place-Based Education, Social-Constructivism na Experiential Learning leswaku wu vona ni ku hlamusela matirhelo ya varhumiwa va Geography, wu ringete ku twisisa matirhelo ya vona hi ntirho wa le masipala eka dyondzo ya Grade 12. Ndzavisiso wu tirhise ndlela ya qualitative hi ku tirhisa case study ku kuma datha eka vath参与hi hi ku tirhisa swivutiso leswi nga hlawuleka ni ku hlaya matsalwa, naswona datha yi kambisisiwe hi ndlela ya themes. Swipatula swi kombisile leswaku ntirho wa le masipala wa geomorphology a wu tirhisiwa hi ntsongo swinene eka vath参与hi. Hambiswiritano, leswi swi ve ni swivangelo swo tala leswi varhumiwa va boxeke tanihi swihlawulekisi. Swivilelo swi katsa nkarhi wo ka wu nga eneleli, ntirho wo tala wa CAPS, timali, ku pfumeleriwa hi stakeholders, swivilelo swa nsirhelelo, ku ka ku nga vi na ku letela lokunene ni ntirho wo tala wa varhumiwa. Leswi swi endle leswaku ntirho wu nga koteki kahle. Ndzavisiso wu gimete leswaku ku na ku pfumala ka ku twisisa ka teoriya ya nkoka wa experiential learning eka ntirho wa le masipala hikwalaho ka maendlelo ya xikolo lawa ya nga vulavuli kahle hi nkoka wa ntirho wa le masipala lowu CAPS yi wu seketelaka leswaku wu pfuna eka ku twisisa ka vadyondzi hi geomorphology. Ndzavisiso wu tsarile Framework ya Ntirho wa le Masipala wa Geomorphology ku pfuna varhumiwa va Geography leswaku va kota ku tirhisa ntirho lowu hi ndlela leyi humelelaka.; Nyakišišo ye e beakantšwe go hwetša temogo ka ga tšhomišo ya tiro ya ka ntle (fieldwork) ya geomorphology dithutong tša Geography tša Grade 12 go matlafatša kwešišo ya diteng. Tokomane ya CAPS ya Geography e fa barutiši bohlale ka ga diteng tšeo di swanetšego go rutwa le go lekanyetšwa ka lenaneo la assessment, gomme e šišinya le ditsela tša go ruta, ye nngwe e lego tiro ya ka ntle. Ka gona, go dirišitšwe go kgetha ka boomo le go phošolla, nyakišišo e nepišitše dikolo tše senyane tše di lego dikgauswi tše tharo tša Tshwane go hlahloba maitemogelo a barutiši ba Geography ka ga tšhomišo ya tiro ya ka ntle ya geomorphology ya Grade 12. E laeditšwe ke dikgopolo tša Place-Based Education, Social-Constructivism le Experiential Learning go lemoga le go ahlaahla diphapantšo tša mekgwa ya barutiši ba Geography, nyakišišo e lekile go kwešiša maitemogelo a bona mabapi le tšhomišo ya tiro ya ka ntle dithutong tša Grade 12. E šomišitše mokgwa wa qualitative ka go diriša nyakišišo ya seabe sa ka gare (intrinsic case study) go hwetša tshedimosetso go tšwa go baratibogi ka dipotšišo tša sebopego se se šišintšwego le tshekatsheko ya ditokomane; tshedimosetso e ile ya sekasekwa ka mokgwa wa methopo le methopana. Dipholo di bontšhitše gore go na le tšhomišo e nnyane ya tiro ya ka ntle ya geomorphology mo barutising. Le ge go le bjalo, se se ile sa tiisetšwa ke ditlhohlo tše dintši tšeo barutiši ba di boletšego bjalo ka dilo tše di ba thibelago. Ditlhohlo di akaretša go hloka nako e lekanego, go swanetšwa go swara dithuto ka moka ka nako, ditšenyeletšo tša ditšhelete, go hloka thekgo ya stakeholders, ditaba tša polokego, go hloka go rutišwa gabotse ka ga tiro ya ka ntle, le mojaro wa mešomo ya barutiši. Tsena di ile tša thibela tšhomišo ye e atlegago ya tiro ya ka ntle. Nyakišišo e feleletše ka gore go na le go hloka kwešišo ya dikgopolo ka bohlokwa bja go ithuta ka maitemogelo ka tiro ya ka ntle ka lebaka la dipholisi tša sekolo tša go homotša tšeo di se nago polelo ka tše tše CAPS e di gatelelago ka ga bohlokwa bja tiro ya ka ntle go matlafatša kwešišo ya baithuti ka geomorphology. Nyakišišo e šišintše Moralo wa Tiro ya ka ntle ya Geomorphology go tataisa barutiši ba Geography gore ba tšweletše tšhomišo e atlegago dithutong. 2025-01-13T00:00:00Z