Dissertations / Theses on the topic 'Maori District High Schools'
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Matthews, Nathan W., and n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.
Full textSutphin, Cathy M. "History of Virginia Congressional District Agricultural High Schools." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27689.
Full textPh. D.
Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.
Full textCarter, Lynda Marie. "The leadership acts of district level administrators that create, promote, and sustain successful students in an urban high-poverty school district." Full text (PDF) from UMI/Dissertation Abstracts International Access restricted to users with UT Austin EID, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077429.
Full textSeeli, Fusi David. "Managing ineffective secondary schools in Lejweleputswa district." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/197.
Full textIn this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools.
Manganyi, Justice Nyiko. "How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?" Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.
Full textThe advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implement educational reforms. The research was conducted as a qualitative study to determine the role and experiences of key stakeholders in the implementation of educational reform in the district. The investigation focused on what I termed the „basic drivers of reform‟ in education, namely: school governance (SGBs); performance management (IQMS); Outcomes Based Education (OBE); and redeployment of teachers. Other aspects that influence change in education were not excluded from the discussions, but were treated as complements of these basic drivers. An in-depth literature review was conducted to assess the views of other researchers on the topic. The study found that there has been lot improvement in the education system, especially in public high schools, since 1994. However, there are serious challenges related to policy directives and implementation strategies, which need to be addressed in order to reap the full benefits of a reformed education system. Some of these challenges are the results of policies formulated out of excitement for the newly created democratic order after 1994 while others are associated with shortage of skills and resources. Underestimation and exaggeration of education-related challenges also seem to prevail in public discourse, hence the reality is sometimes distorted. The results of the fieldwork and literature review were used to formulate recommendations to improve implementation of the reform process. Building the confidence of teachers in the education system by involving them in all reform initiatives seems to be a realistic solution.
Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.
Full textTitle from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.
Axelson, Gregory Carl. "School District Actions that Support the Development of Professional Learning Communities in High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984132/.
Full textMolapo, Cecilia Mamojela. "Experiences of young school-going mothers in high schools at Leribe District of Lesotho." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1214.
Full textThis study examined the experiences of young school-going mothers with regard to how their teachers, classmates/peers and the community view them. A qualitative research design was deemed on appropriate approach for this study. The sample comprised of 10 young school- going mothers from 5 high schools in Leribe district of Lesotho. Interviews were used to collect data individually and in focus groups. Data were analyzed qualitatively using the process of content analysis. Information emanating from the interviewers were transcribed and coded into themes pertaining to the school-going mothers’ experiences in high schools. The findings suggest that the young mothers were not supported by some of their teachers; they were rejected by their peers and classmates and, labeled by the community they live in. Sample comprised 10 young mothers from 5 high schools in Leribe district of Lesotho. On the basis of the findings, both curative and preventative strategies were recommended for dealing with young school going mothers.
Molefe, P. E. "The effects of career guidance on learner motivation in rural high schools at Umzinyathi District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1532.
Full textThe Department of Education can play a critical role in providing appropriate career guidance for all learners. Beginning early in a learner’s academic life, the connection between what is being learned in school, future careers and life roles should become an explicit part of everyday learning in the schools. School work can be meaningless and results in poor learner motivation and underachievement when there is no effective career counselling in the schools. Through career guidance the individual is being helped to develop in ways that will enable him to strengthen the use of his own abilities, make wise choices and face the problems that he will encounter in and out of school. The aim of the study was to determine the effects of career guidance on learner motivation and to establish how a focused systematic intervention in career guidance can improve learner motivation. Of the 100 learners in each school, 50 were used as an experimental group and other 50 as the control group. Both the groups underwent the Pre-test consisting of a questionnaire of 19 questions checking the motivation baseline of each participant. Thereafter the focused intervention phase from career resource pack was used with the experimental groups. Thereafter the afore-mentioned questionnaire was re-administered with the both groups as Post-test. Both results of the groups were analysed and the hypotheses were tested. The results indicated that career guidance has a positive effect on learners’ motivation and that career guidance programs can be used as a powerful tool to motivate school learners to aspire their future.
Mhlongo, Cynthia Nonhlanhla. "The experiences of high school educators in dealing with substance abuse at uThungulu District Schools." Thesis, University of Zululand, 2018. http://uzspace.unizulu.ac.za:8080/xmlui/handle/10530/1636.
Full textThe study examined the experiences of high school educators in dealing with substance abuse at uThungulu District schools. Data for the study was gathered through survey. A structured questionnaire was designed and used to obtain information from school educators who served as teachers and principals in selected schools. The descriptive design approach was employed in this study. Purposive sampling technique was employed to select five secondary schools in uThungulu Districts, while simple random sampling technique was used to select 176 educators from the five schools. The quantitative data collected through questionnaire were analysed using descriptive statistics of percentage and frequency counts. The results of the quantitative data were displayed as tables and graphs, followed by discussions of each result. The overall results revealed that substance abuse affects both mental and psychological wellbeing of learners, which later develops into poor academic performance. The Educators that participated in the study attested to this when they responded affirmatively that excessive use of drug affects physical coordination of learners in classes, mental disconnection, and permanent brain damage. The study recommends the inclusion of Education for Substance Abuse Avoidance and Treatment as part of the core subjects in South African schools, and such should be offered in local languages. In addition, interactive teaching methods such as brainstorming, open discussions, and role-playing are recommended for all learners, including those who abuse substance and those addicted. Lastly, the study recommends the engagement of the professional Guidance and Counsellors in the South African schools whose primary assignment would be to counsel learners not only on substance abuse but also on career choice and future professional guidance.
Mampuru, Motubatse William. "Challenges faced by secondary schools in the implementation of "No fee Schools Policy" in the Sekhukhune District of Limpopo Province." University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1117.
Full textThe study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.
Thomas, Alicia Hill. "Learning from the field : are high poverty, high performing schools professional learning communities? /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textAugust, Thozama Ncediwe. "Improving school management systems of low pass rate of high schools in the PE school district." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/12571.
Full textGonzalez, Deborah Renée. "Matters of perception : understanding and defining large district support for comprehensive high school principals /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7901.
Full textTyumre, Nocawe. "Challenges faced by high school managers in dealing with pregnant learners in their schools: a case study of selected high schools in the Idutywa district, Eastern Cape Region." Thesis, Walter Sisulu University, 2012. http://hdl.handle.net/11260/d1007300.
Full textKoza, Rebecca. "Teacher's views on the implementation of HIV/AIDS policies in schools: a case study of four high schools in Fort Beaufort Education District." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2105.
Full textAdewumi, Toyin Mary. "An investigation into the implementation of the life orientation curriculum in selected Fort Beaufort district high schools." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/541.
Full textMthembu, Shole Absolom. "An exploratory study of factors influencing mass hysteria in teenagers at high schools in the uThukela District." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1209.
Full textThe aim of this study was to explore factors which could influence the development of mass hysteria in the high schools within the UThukela District in Kwa Zulu Natal. Being exploratory in nature, the study generated or relied on hypotheses on the possible etiological factors that could lead to the development of mass hysteria. Quantitative research, in the form of subjective psychological well – being questionnaires (AFM, SWL & Fortitude scales) were used to collect data in order to determine whether or not mass hysteria was related or influenced by them. A total number of seven hundred and nineteen (719) participants – all high school teenagers of all races - answered questionnaires in the English language. Their age range was between 16 and 19 years. The smaller qualitative research section consisted of ten (10) randomly selected teenagers from the school community. The emphasis on qualitative research was placed on asking participants about their own experiences and/or meaning of mass hysteria and actions they took to heal or recover. The main findings were that there are statistically significant differences in the way different religious groups; gender and race contribute to the incidence of mass hysteria. The results of the subjective scales demonstrated a high level of psychological well – being of a large number of participants. In the literature review it was apparent that mass hysteria is a universal phenomenon, probably arising psycho dynamically from the mind/body interface without organic etiological factors. It is a symbolic relation between the pathological phenomenon and the precipitating psychical childhood traumas. Observations from mass hysteria victims are in keeping with various theories (for discussion), therefore the confirmatory hypotheses testing is not to be seen as an efficient means of unearthing a web of belief system in various communities. There are potential relationships among various theoretical dimensions of mass hysteria. Symptoms presented by victims of (mass) hysteria are almost similar, but are expressed differently by race, gender and religion. This research has tried to give some tentative answers to the question of mass hysteria.
University of Zululand
Blinn, Lawrence H. "Developing an administrator's manual for high school summer programs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/497.
Full textLee, Kevin Henry. "A technology use plan for enriching curriculum in Ontario-Montclair School District middle schools." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1555.
Full textNogaga, Andile Selwin. "The management approaches by principals for teacher absenteeism in the township high schools in the Port Elizabeth district of education." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018687.
Full textGile, Elizabeth K. "Does Increased Access to the Arts in High Schools in the Los Angeles Unified School District Affect Graduation Rates?" Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/972.
Full textOyediran-, Tidings Stella Olubukunmi, and F. H. Nekhwevha. "Access to information by high school learners in selected schools in the Fort Beaufort Education District, Eastern Cape Province." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/2094.
Full textOyediran-, Tidings Stella Olubukunmi. "Access to information by high school learners in selected schools in the Fort Beaufort Education District, Eastern Cape Province." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5304.
Full textDugger, Chele L. "Stages of Implementation of Block Scheduling: Perceptions of School Climate in High Schools in the First Tennessee Regional District." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2906.
Full textMolopa, Mokgadi Florah. "The potential benefits and risk of social networks amongst learners : a comparative study of High Schools in Capricorn District." Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1271.
Full textSocial Networking Sites (SNS) are quickly becoming some of the most popular tools for social interaction and information exchange. This study investigates the benefits and risks of social networks by comparing two schools in Capricorn district namely Sekitla High School and Capricorn High School. Through increased internet and media literacy – ensuring all young people develop the skills to critically understand, analyse and create media content – these challenges can overcome and risks mitigated in a way that ensures the many benefits of SNS can be realised. The results reveal great significant difference in the online activity patterns between men and women. Girls tend to be in great danger than the boys. There is a disparity between the genders in terms of their attitudes, behaviours, and needs. Therefore the study concludes that there are certain risks in social networking and they can be overcome if the learners are more willing to help their teachers and parents by disclosing any information that can be a threat to them and their education by mainly using social networks for educational purposes. Key words; Gender, social networks, internet, benefits, risks, learners
Molopa, Mokgaetji Flora. "The potential benefits and risk of social networks amongst learners : a comparative study of High Schools in Capricorn District." Thesis, University of Limpopo (Turfloop Campus), 2014. http://hdl.handle.net/10386/1619.
Full textSocial Networking Sites (SNS) are quickly becoming some of the most popular tools for social interaction and information exchange. This study investigates the benefits and risks of social networks by comparing two schools in Capricorn district namely Sekitla High School and Capricorn High School. Through increased internet and media literacy – ensuring all young people develop the skills to critically understand, analyse and create media content – these challenges can overcome and risks mitigated in a way that ensures the many benefits of SNS can be realised. The results reveal great significant difference in the online activity patterns between men and women. Girls tend to be in great danger than the boys. There is a disparity between the genders in terms of their attitudes, behaviours, and needs. Therefore the study concludes that there are certain risks in social networking and they can be overcome if the learners are more willing to help their teachers and parents by disclosing any information that can be a threat to them and their education by mainly using social networks for educational purposes. Key words; Gender, social networks, internet, benefits, risks, learners
Seema, Phuti Julius. "The role of the principal towards effective educational leadership in selected secondary schools in Waterberg Education District." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1513.
Full textThe main purpose of this research study is to investigate and analyse the role of the Principal towards effective educational leadership in selected Secondary schools in Waterberg Education District. The effectiveness of the educational leadership depends on the educational managers’ personal backgrounds, con-duciveness of the school climates, positive learning school cultures, availability of resources in the classrooms, utilisation of learner-teacher support material (LTSM), effective organisation of educational excursions, and other related issues. Principals, by virtue of their positions need to be empowered so as to coordinate activities and provide resources that can be used to enhance effect-tive educational leadership. The most important aspect pertaining to effective educational leadership in schools, is that it must be managed properly. This actually implies that correct and relevant resources should be provided to reinforce the quality of effective educational leadership. The primary study revealed that effective educational leadership cannot be achieved by school Principals in isolation, but through the School Management Team as a whole. Due to the nature of the study, the researcher has employed phenomenology, stratified random sampling and qualitative research design to achieve the in-tended goal of the research project. The researcher has also used case studies and interview research instruments to collect relevant data from twenty (20) SMT members in area of the study. The data collected through case studies and interviews was analysed by coding derived from audio tape recorder. Descriptive analysis was used to analyse the data whose findings were based on to make conclusions and recommendations. The results indicated that the role of the Principal contributes significantly to the quality of effective educational leadership. The results also showed that there is a need for continued support from the members of the School Management Teams. The need for support from the parents, SGBs and government in terms of resources, is vital. The abovementioned support, can also assist the Principals to make a positive impact on effective educational leadership. The researcher believes that, if the findings and the recommendations from the study can be applied properly, they can add value to the educational practice in Waterberg District in particular and Limpopo Province as a whole.
Noppe, Rene J. Wiggall Richard L. "Perceptions of school board members and superintendents regarding the proposed consolidation of an Illinois high school district with its five elementary feeder districts." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006625.
Full textTitle from title page screen, viewed April 20, 2006. Dissertation Committee: Richard Wiggall (chair), Darryl Pifer, Albert Azinger, Robert Hall. Includes bibliographical references (leaves 169-180) and abstract. Also available in print.
Ahiaku, Philip Kwashi Atiso. "Factors influencing learners’ performance in Geography in the National Senior Certificate Examination in selected public high schools within uThungulu District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1589.
Full textThe purpose of this study was to identify factors that influence the low academic performance of learners in geography during the National Senior Certificate examination within the uThungulu District. The study made use of the national and district matriculation results from the examination directorate of the Department of Basic Education. The conceptualisation developed from the contemporary literature was used to develop instruments for data collection. A questionnaire was developed to collect views from Grade 12 geography educators on factors influencing learner performance in the district. It also solicited ideas about what should be done to improve learner performance in the subject. The second phase of data collection was qualitative study, which was conducted to augment the quantitative findings, which took place at the same time. Fifty (50) questionnaires were issued and only forty (40) educators responded and ten (10) other educators were taken through an interview. The district geography subject adviser was also interviewed. The results indicate that there are various factors that impede learner performances in geography in the district. The results from both descriptive and inferential statistics reveal factors such as educator characteristics, school management and resource availability, parental involvement in education and learner characteristics as emerging factors influencing the performance of learners in geography. Learners’ average matriculation (matric) results from the schools were estimated against educators’ characteristics such as qualifications, experience in teaching the subject, approaches used in teaching, and matric marking experience. The relationship between the independent and the dependent variables was determined using the t-test at 0.05 level of significance. The result indicated that in the uThungulu District learners’ performance in geography is strongly influenced by educators’ qualifications, and experience in matric marking. Findings from the this study were compared with the existing contemporary literature to enable the researcher to make recommendations to stakeholders to remedy deficiencies found to impede learners’ performance in geography in the National Senior Certificate in public high schools within the uThungulu District.
Smith, Elizabeth Marrie. "An investigation into the social experiences of dropouts following their reenrollment in secondary schools in Stutterheim district: implications for school leadership." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/222.
Full textMcCumber, Patricia Morrison. "A Comparative Analysis of Traditional Versus Block and Accelerated Block Scheduled High Schools Over an Eight-Year Period in a Large Urban School District." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2883/.
Full textZiduli, Mlungiseleli. "The managerial leadership styles of school principals for school effectiveness: a study of six Secondary schools of the Dutywa Education District." Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/504.
Full textJohnston, Anne. "At the Crux of a Systemic Reform| California Partnership Academy Lead Teachers in Comprehensive High Schools in a Linked Learning District." Thesis, University of California, Berkeley, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3593871.
Full textThe purpose of this exploratory case study is to focus a lens on lead teachers of California Partnership Academies (CPAs), who are responsible for overseeing the operation and coordinating the components of a complex, contra-normative secondary reform model. This study examines the stresses experienced by four CPA lead teachers at two different sites in a district committed to placing the Linked Learning model in the center of its secondary school reform strategy. Previous research has identified stressors inherent in the lead teacher role, and in the career academy reform studied here. This research assess the impact of those stressors, strategies lead teachers employ and conditions that facilitate lead teachers' work by looking at the dynamics of their role, the context in which they work, and patterns of leadership distribution through three key relationships, each focused on a particular routine.
This study found that the primary role-related stressor these CPA lead teachers experienced was overload, which may have implications for the sustainability of the model, particularly as it is scaled up. The contra-normative nature of this reform was evident in the conflicts that arose for lead teachers in each of the three relationships examined. In their relationships with administrators focused on the master schedule, traditional patterns of student placement into AP and non-AP tracks conflicted with the effort to create pathways for all students to access both college and career. Teachers struggled to create strategies for addressing this issue. In lead teachers' work with their peers on interdisciplinary curriculum, the collaborative and interdisciplinary nature of the reform conflicted with the autonomous, individualistic and subject-oriented nature of teacher culture. Where collective co-performance defined school-wide patterns of leadership distribution, lead teachers were better able to influence collaborative teacher norms. Lead teachers' relationships to community and industry partners facilitated integration of work-based learning into the CPA instructional program, accessed new resources and challenged the traditional segregation of academic and vocational education. This work was greatly facilitated by district support but limited by the capacity of site administrators who were often unaware of these partnerships, and were not developing systemic ways to include them in the school's vision or program.
Tyilo, Nomakula. "Implementation of the business studies national curriculum statement: a case study of four high schools in the Fort Beaufort education district." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5829.
Full textMontgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.
Full textPoswa, Sakumzi. "Inhibiting factors to the role of representative council of learners in participative governance of schools: a case study of selected schools in the Qumbu District in Eastern Cape Province of South Africa." Thesis, Walter Sisulu University, 2016. http://hdl.handle.net/11260/484.
Full textMrali, Amos Mzoxolo. "Educator perceptions of the impact of the departmental matric intervention strategies on selected under-performing schools in the Queenstown district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006232.
Full textSambumbu, Antony Matemba. "The implementation of an integrated quality management system in Queenstown District schools: experiences from the Isibane Circuit." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/355.
Full textBilatyi, Nkosana Carlon. "An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graaff Reinet district, Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1018604.
Full textJozana, Noluthando Edith. "An exploratory study of suicide amongst adolescents in Umzimkulu district high schools." Thesis, 2001. http://hdl.handle.net/10413/5414.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Nkuna, Clothilda Tsakani. "Experienced stressors by Educators in Public High Schools of Malamulele, Vhembe District." Diss., 2017. http://hdl.handle.net/11602/925.
Full textDepartment of Public Health
Introduction: It has been noted that stress is considered a major global health challenge. This is because it affects the well-being of service providers, especially those working in the human service sector, such as educators. The sources of stress are attributed to social factors, discipline of students, occupational pressures and workload. Studies have shown that stress is a silent killer that affects the health and productivity of educators, leading to mental, physical, emotional and behavioral illnesses. Educators in the Malamulele North East Circuit are confronted with work challenges and continue experiencing stress. Purpose: The study aimed at finding out the experienced stressors by educators in public high schools of Malamulele North East circuit, Vhembe District. Method: The study was conducted in Malamulele North East public high schools. Malamulele North East is situated in Vhembe District, Limpopo Province, South Africa. A qualitative approach using explorative and descriptive design was adopted for the study. A sample of twelve educators was chosen from the target population by means of convenience sampling and data was collected through a face to face individual in-depth interview. Interviews and discussions were audio-recorded, transcribed and coded into larger themes, categories and sub-categories. Results: The following themes were derived from data analysis: factors considered to be sources of stress, perceived effects of stress among high school educators, strategies that educators use to cope with stress and strategies to manage the experiences of stress for educators. The study showed that different factors at schools have a great impact on educators. All the educators were affected by stressors in their work daily and adopted some coping strategies. However, these educators required continued intervention to manage the stress. Conclusions: The findings showed that all educators were experiencing stress in their work environment and were affected personally as well as professionally. Hence, the DOE needs to design strategies for continues support in order to manage the stress.
Cain, Bonnie Jean. "Competition among high school principals of charter schools, public schools, and voucher -receiving private schools in the District of Columbia." 2006. https://scholarworks.umass.edu/dissertations/AAI3215771.
Full textNkwanyana, Thandiwe Rose. "A study of the high rate of teenage pregnancy in high schools in the lLembe District." Diss., 2011. http://hdl.handle.net/10500/6809.
Full textMandukwini, Nompumelelo. "Challenges towards curriculum implementation in high schools in Mount Fletcher district, Eastern Cape." Diss., 2016. http://hdl.handle.net/10500/22251.
Full textEducational Leadership and Management
M. Ed. (Education Management)
Legege, Fhatuwani Joseph. "Exploring occupational services rendered at public high schools for teachers in Vhembe district, Limpopo." Thesis, 2016. http://hdl.handle.net/10539/21956.
Full textDue to the lack of direct access to Human Resource (HR) offices, most public schools are usually neglected with regards to issues of health and occupational services. Teachers are faced with occupational challenges, such as stress, physical and mental health issues, increased work load, long working hours, unrealistic deadlines, inadequate remuneration, HIV/AIDS, poor personal financial management and relationship problems. Therefore, this requires teachers to have access to professional occupational services which aim to support and enhance their wellbeing when required. The research study explored on occupational services rendered at rural public high schools for teachers in Limpopo. The qualitative research approach and a case study research design were utilised. A type of non-probability sampling, purposive sampling also known as a judgemental sampling was used to select the research participants. The sample consisted of 19 teachers from two public high schools, who participated in three focus groups. With the various findings from the study and identifying challenges in the various schools, it is evident that the Department of Education, Limpopo needs to prioritise the provision of occupational health services to teachers in the rural areas. Such services are anticipated to enhance the wellbeing of teachers, which is further hoped, that learners will benefit from quality education as provided by teachers, impacting positively on the year end outcomes.
MT2017
Thekiso, Maelia Anna. "Marginalisation of school-going mothers in high schools in the Maseru district of Lesotho." Thesis, 2016. http://hdl.handle.net/10539/22681.
Full textAs a fulfillment to the Constitutional obligation which is to offer education as human right to everyone, Lesotho has introduced free primary education in schools. This is also a commitment to the Education For All movement. Despite the initiative the country has taken, there are some vulnerable groups of children who are deprived of their right to education. These include girls who fall pregnant while still pursuing their studies. These girls are faced with challenges which include being expelled from school when they fall pregnant. Those who are allowed to continue their studies, they experience marginalisation that may result into exclusion from school. This qualitative study has therefore investigated marginalisation that is experienced by the girls who fall pregnant while still at high school in the Maseru district of Lesotho. The study was conducted through interviews with teachers, pregnant girls, and girls who have babies and still in school, and girls who should be in school, but have been asked to leave school. The findings revealed that girls in schools and out of school are marginalised for similar and different reasons by their teachers, parents and peers. Teachers use language and labeling which humiliate these girls while parents neglect their daughters when they fall pregnant. Rejection by peers has also been revealed in this study. All these marginalisation experiences could be attributed to the silence of the Lesotho Educational Act about teenage pregnancy. Schools in the sample have different policies with regard to teenage pregnancy. As a result some schools exclude teenage mothers from education.
MT2017
Ntombela, Berrington Xolani Siphosakhe. "Language in education : a sociolinguistic aspect in Black African high schools in Eshowe District." Thesis, 2002. http://hdl.handle.net/10530/275.
Full textBefore the emergence of democracy in South Africa, the apartheid regime had brought linguistic imbalance. In 1994 the new government of South Africa set out to address the imbalances created by the apartheid government. Prior to 1994, English and Afrikaans were the only official languages in South Africa. In order to address this situation the new government elevated nine of the South African languages to the same status with English and Afrikaans. The government then introduced the new languages in education policy, which aims at promoting multilingualism in education. Therefore the main focus of this research is on the implementation of the new language in education policy taking into consideration the sociolinguistic situation of the country. The empirical study was conducted in 1999 and 2000. Questionnaires were distributed to respondents. Non-scheduled interview and observation data was collected from five black African high schools in Eshowe district. In addition data was collected from one Superintendent of Education Management in Eshowe district. The main findings indicated that Afrikaans had been phased out in most schools that were studied. Hence, English and Isizulu were the remaining languages that were taught and learned. Moreover, the sociolinguistic situation indicated that IsiZulu was the predominant languages spoken largely in schools and in communities where schools are situated. Having considered the main findings it was evident that there is still a tremendous challenge on the actual implementation of the new language in education policy, which emphasises promotion of multilingualism. However, the sociolinguistic situation suggested that bilingualism involving IsiZulu would be more appropriate. The research looked at the theoretical understanding of the concepts of bilingualism and multilingualism. The concepts are defined in the research to bring more understanding on individual multilingualism and societal multilingualism or bilingualism. This research further concentrates on literature review which discusses the new language in education policy, kinds of bilingualism or multilingualism, the current debate on the language in education policy and the language policy implementation plans. Furthermore, it was important in the literature review to look at the theories of second language acquisition. The theories that were reviewed and evaluated are; Krashen's monitor model, interlanguage theory, linguistic universals, acculturation / pidginisation theory and cognitive theory. After reviewing these theories language teaching theories or approaches are also discussed. The language teaching theories that were reviewed and evaluated are; the structural approach, the functional approach and the interactional approach. In addition, the research discussed the research methodology after which the data that was collected was presented. The findings were then interpreted followed by the conclusion and recommendations.
Phalane, Margareth Mokgohlwe. "Experience of secondary schools management teams on teamwork in Tshwane North District schools." Diss., 2011. http://hdl.handle.net/10500/6310.
Full textEducational Studies
M. Ed. (Education Management)