https://ir.unisa.ac.za/handle/10500/6433 2026-05-09T04:05:21Z https://ir.unisa.ac.za/handle/10500/32436 Analyzing the core factors affecting job satisfaction among veteran teachers and the influence of school leadership on their retention Ndayeni, Xolani Javier Leonhard The global education sector faces challenges affecting teacher job satisfaction, including heavy workloads, burnout, and inadequate support, particularly for early career teachers in urban areas. This study investigates factors influencing job satisfaction among veteran primary school teachers in Johannesburg East (D9), highlighting the need for principals to recognize these factors in urban primary schools. Utilizing qualitative methodology, the study involved purposive sampling from three schools and semi-structured interviews. Semi-structured, face-to-face interviews were conducted with teachers, departmental heads and deputy principals in each selected primary school. Key theories explored in this study include Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor theory, linking challenges to issues such as limited resources and low salaries. Data were coded and analysed through qualitative content analysis.This study found that retention improves in environments valuing teacher expertise and collaboration, emphasizing the importance of non-monetary rewards and professional development. Again, job satisfaction is a critical drive for teacher retention, with satisfied teachers significantly more likely to remain in their profession. This study recommended that curriculum revisions be done. It also recommended extended training for early career teachers, and a supportive work environment. The study concludes by advocating for the recognition of the teaching profession and a balance between challenges and resources to improve teacher retention and satisfaction.; Die globale onderwyssektor staar uitdagings in die gesig wat onderwyserstevredenheid se werkstevredenheid beïnvloed, insluitend swaar werkladings, uitbranding en onvoldoende ondersteuning, veral vir onderwysers in die vroeë loopbaan in stedelike gebiede. Hierdie studie ondersoek faktore wat werkstevredenheid onder veteraan-laerskoolonderwysers in Johannesburg-Oos (D9) beïnvloed, en beklemtoon die behoefte dat skoolhoofde hierdie faktore in stedelike laerskole moet erken. Deur gebruik te maak van kwalitatiewe metodologie, het die studie doelgerigte steekproefneming van drie skole en semi-gestruktureerde onderhoude behels. Semi-gestruktureerde, aangesig-tot-aangesig onderhoude is gevoer met onderwysers, departementshoofde en adjunk-hoofde in elke gekose laerskool. Sleutelteorieë wat in hierdie studie ondersoek word, sluit in Maslow se Behoeftehiërargie en Herzberg se Twee-Faktor-teorie, wat uitdagings koppel aan kwessies soos beperkte hulpbronne en lae salarisse. Data is gekodeer en geanaliseer deur middel van kwalitatiewe inhoudsanalise. Hierdie studie het bevind dat behoud verbeter in omgewings wat onderwyserkundigheid en samewerking waardeer, met die klem op die belangrikheid van nie-monetêre belonings en professionele ontwikkeling. Weereens, werkstevredenheid is 'n kritieke dryfveer vir onderwyserbehoud, met tevrede onderwysers wat aansienlik meer geneig is om in hul beroep te bly. Hierdie studie het aanbeveel dat kurrikulumhersienings gedoen word. Dit het ook uitgebreide opleiding vir onderwysers op die vroeë stadiums, en 'n ondersteunende werksomgewing aanbeveel. Die studie sluit af deur te pleit vir die erkenning van die onderwysberoep en 'n balans tussen uitdagings en hulpbronne om onderwyserbehoud en -tevredenheid te verbeter.; Umkhakha wezemfundo womhlaba wonke ubhekene nezinselelo ezithinta ukwaneliseka kwemisebenzi yothisha, okuhlanganisa ukuthwala kanzima, ukutubeka, nokusekelwa okwanele, ikakhulukazi kothisha abasakhula ezindaweni zasemadolobheni. Lolu cwaningo luphenya ngezinto ezinomthelela ekwanelisekeni kwemisebenzi kothisha abangomakadebona bezikole zamabanga aphansi eJohannesburg East (D9), olugqamisa isidingo sokuthi othishanhloko baqaphele lezi zinto ezikoleni zamabanga aphansi ezisemadolobheni. Kusetshenziswa indlela yokusebenza esezingeni eliphezulu, ucwaningo lubandakanya amasampula okuhlosiwe avela ezikoleni ezintathu kanye nezingxoxo ezingahlelekile. Izingxoxo ezihleliwe, ubuso nobuso zenziwa nothisha, izinhloko zeminyango namaphini othishanhloko esikoleni ngasinye samabanga aphansi esikhethiwe. Imibono esemqoka ehloliwe kulolu cwaningo ihlanganisa i-Maslow's Hierarchy of Needs kanye nethiyori ye-Two-Factor ka-Herzberg, ehlanganisa izinselele ezindabeni ezifana nezinsiza ezilinganiselwe kanye namaholo aphansi. Idatha yafakwa amakhodi futhi yahlaziywa ngokuhlaziywa kokuqukethwe kwekhwalithi. Lolu cwaningo luthole ukuthi ukugcinwa kuyathuthuka ezindaweni ezikwazisa ubungcweti bothisha nokusebenzisana, kugcizelela ukubaluleka kwemiklomelo engeyona eyemali nokuthuthukiswa kochwepheshe. Futhi, ukwaneliseka komsebenzi kuyisici esibalulekile sokugcina othisha, nothisha abagculisekile okungenzeka kakhulu ukuthi bahlale emsebenzini wabo. Lolu cwaningo luncome ukuthi kubuyekezwe ikharikhulamu. Iphinde yancoma ukuqeqeshwa okunwetshiwe kothisha bemisebenzi yangaphambi kwesikhathi, kanye nendawo yokusebenza esekelayo. Ucwaningo luphetha ngokugqugquzela ukuqashelwa komsebenzi wokufundisa kanye nokulinganisa phakathi kwezinselele nezinsiza zokuthuthukisa ukugcinwa nokwaneliseka kothisha Abstracts in English, Afrikaans, Zulu 2026-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32424 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 https://ir.unisa.ac.za/handle/10500/32421 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 https://ir.unisa.ac.za/handle/10500/32413 Exploring stakeholders' experiences in student support at selected technical vocational education and training college in Mpumalanga Province Sibambo, Samkelisiwe Dorothea This study aimed to explore stakeholders’ experiences in student support at a Technical and Vocational Education and Training (TVET) college in Mpumalanga Province, South Africa. The interpretive paradigm was chosen for this research as it provides the interpretation that reality is manifold and procedures are tailored for each case to strengthen the credibility of the research information. This approach also assisted the researcher in exploring stakeholders’ experiences in student support from their subjective perspectives and in natural settings within a short period. A qualitative approach was used to make sense of stakeholders’ experiences, understandings, theories, perspectives, and behaviour in specific college settings. This qualitative study was shaped within the interpretive research paradigm. For this study, a single-case study research design was employed. The population of the study included campus managers, Heads of Departments (HODs), lecturers and students. Purposive sampling was used to select four campus managers, seven HODs, seven lecturers and seven students, totalling 25 participants. Semi-structured interviews were the primary method of data collection, which was then triangulated with observation and documentation. A thematic data analysis process was utilised to categorise themes from the collected data. Findings revealed multiple challenges faced at the college, including dropouts, absenteeism, lack of resources, lack of training, NSFAS issues and academic challenges, as well as strategies for improvement. It was ascertained that student support played a crucial role in the academic performance of students in TVET colleges and that students need adequate support. The outcomes also suggested that TVET colleges should implement various approaches to enhance student support. Additionally, this study served as a source of information for the management of TVET colleges, and recommends that campus managers ensure effective college management by providing clear daily directions for all stakeholders (HODs, lecturers and students). The researcher also recommends that lecturers further their studies to provide new content to students, boost their confidence, and improve students’ academic performance. The study will benefit students by reducing the high dropout rate in TVET colleges, ultimately producing students who are well-equipped for the working environment. The goal is to recognise the available support to students at TVET colleges. 2025-01-21T00:00:00Z