The roles of teachers in fostering literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality

Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Social Science at the University of Zululand, South Africa [2025].Acquiring literacy skills at the preschool level is closely linked to the roles of teachers in the classroom. Preschool teachers play a vital role in promoting literacy development in young children. The way teachers fulfil these roles can significantly influence a child's literacy skills, either positively or negatively. This descriptive phenomenological study explored how teachers foster literacy practices in selected preschool classrooms in Centurion, Tshwane Municipality. Data was collected through in-depth face-to-face interviews with fifteen participants. The interviews were audio recorded and transcribed verbatim. Through thematic analysis, three main themes emerged: the roles of teachers in fostering literacy practices, the literacy practices fostered in the classrooms, and the challenges teachers face when fostering these practices. The study's findings revealed that the challenges experienced by preschool teachers stem from constraints related to materials, financial resources, and human resources. These challenges negatively impacted the fostering of literacy practices and the literacy outcomes of preschoolers. To address these issues, a practice model was developed to enhance the roles of teachers in fostering literacy practices in the classrooms. Implementing this model has the potential to revolutionize early literacy education by optimizing resource use, improving teaching strategies and bridging the literacy gap in preschool settings. It is imperative to reinforce the roles of teachers in fostering literacy practices in preschool classrooms to achieve improved literacy outcomes for all children

The use of google classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District Schools, South Africa

Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Educational Planning and Management at the University of Zululand, South Africa [2025].This study explored the use of Google Classroom as an alternative multimodal praxis to enhance teaching and learning at selected King Cetshwayo District, KwaZulu Natal schools in South Africa. The study sought to demonstrate the best pedagogic practices associated with the COVID-19 pandemic and uncertain use of face-face pedagogic modalities. The theory underpinning this study is “Space of Flows” which is conceptualised as a social interaction organised for individual or social networks that melts the geo-social space and aligns with virtual connection. This study was grounded in qualitative research design and embraced a transformative paradigm. The Participatory Action Learning and Action Research (PALAR) was adopted as a methodological approach. The study used virtual focus group discussions to generate research data. Multimodal Discourse Analysis (MDA) was used for the analysis and interpretation of data to arrive at the following findings: Google Classroom was found to be a pedagogic tool that enables learners to engage in online teamwork and cope with the learning process; the ICT learning competencies were enhanced through the online teaching and learning platforms. Limitations were noted notwithstanding realities of Wi-Fi or internet connectivity especially during the use of Google Classroom as an online learning platform. Recommendations pointed to continuing professional teacher development programmes to capacitate educators on integration of ICT into teaching and learning practices

Enhancing parental involvement in education at uMkhanyakude district

Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2025].study aimed to enhance parental involvement in education. Parental involvement in a learner’s education level perplexed other stakeholders concerning whether parents understood their role. It had become a burning issue for educators, circuit officials and School Management Teams as they struggled to involve parents effectively in the teaching and learning process. Studies showed that parents usually blamed the teachers for the inferior performance of learners. The interpretivism paradigm was employed in this study to deepen the understanding of the problem through the eyes of the participants rather than the researcher. Twenty-five participants were sampled using non-probability sampling. A semi-structured interviews were conducted with the five selected participants and five focus groups with oral interviews recorded on audio tape for analysis. Data revealed the urgent need for capacitating stakeholders and parents were expected to play a key role in ensuring the effectiveness of educational involvement. Observations were conducted during parent meetings. Findings revealed three major themes that there were issues that affected the enhancement of parental involvement like perceptions, attitudes, and feelings. Second was the identification of challenges that curb supervision and when properly administered could benefit education. The third finding was the identification of strategies that could encourage parental involvement. Engagement could enhance the promotion of largest parental participation in teaching and learning in schools. The study concluded that parental participation in learner’s education was still a problem in schools. In conclusion, the study recommended that the South African Department of Education should develop a guide for parental involvement in school

The influence of social media on e-democracy in respect of governance and service delivery within eThekwini metropolitan municipality

A dissertation submitted to the Faculty of Commerce, Administration and Law in fulfilment of the requirements for the Degree of Doctor of Commerce in Public Administration in the Department of Political Science and Public Administration at the University of Zululand, South Africa [2025].This study investigated the transformative role of social media in fostering e-democracy, focusing on governance and service delivery within the eThekwini Metropolitan Municipality. Anchored in theoretical frameworks such as Techno-Optimism, Filter Bubble Theory, Digital Citizenship, Decentralised Participatory Democracy (DPD), and Digital Public Infrastructure (DPI), the research critically evaluates the potential and limitations of social media as a tool for civic engagement, public accountability, and enhanced governance. A mixed-methods approach, anchored on the pragmatism philosophy, was adopted, combining quantitative data from 414 social media users and qualitative insights from 20 municipal officials and 10 political party administrators. The quantitative analysis reveals that 76% of respondents believe social media improves transparency in governance, while 63% consider it an effective tool for holding officials accountable. Conversely, 58% identify misinformation as a major challenge, with 47% reporting exposure to disinformation during significant municipal events. The qualitative data, analysed thematically, underscores the dual role of social media in amplifying public advocacy and potentially exacerbating polarization and echo chambers. The study also highlights the rapid adoption of digital platforms in eThekwini. For example, 52% of residents access the internet via mobile devices, and the municipality has implemented over 90 free public Wi-Fi sites to bridge digital divides. However, challenges persist, including algorithmic biases and limited digital literacy among marginalised groups. The findings emphasize the importance of algorithmic transparency, media literacy initiatives, and robust digital public infrastructure. By integrating participatory tools such as online forums and citizen-driven feedback systems, municipalities like eThekwini can enhance service delivery and strengthen democratic engagement. This research offers actionable recommendations to policymakers, contributing to a deeper understanding of the interplay between social media and governance in the digital age

Reconciliation, peace and sustainable development: a case study of the African National Congress’ participatory democracy in Kwazulu Natal Province, 1994 -2009

Thesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree Master of Arts in the Department of Anthropology and Development Studies at the University of Zululand, South Africa [2025].The study explores the relationship between reconciliation, peace building and sustainable development regarding participatory democracy spearheaded by the African National Congress (ANC) in the KwaZulu-Natal province from 1994 to 2009. It starts with a historical context, explaining the genesis of the political violence that characterised this province in the 1980s and early 1990s. The study critically analyses some discussions, reflections, and findings on the research conducted into reconciliation and the consequences of conflict between the ANC and IFP in KwaZulu-Natal. It attempts to answer the questions on political conflict in parts of the KwaZulu-Natal province and how the ANC-led government worked with civil society organisations, community bodies, and NGOs to broker peace, foster reconciliation, and bring about sustainable peace and development in the post-apartheid era. This study attempts to answer the following questions: How and in what ways have the programs and policies of the government of the province of KwaZulu-Natal, after the 1994 democratic elections, contributed to reconciliation, peace, and development after the conflict? How has social and economic development within the democratic dispensation in the territory been addressed? And what national reconciliation policies were adopted by the democratic dispensation to build peace, avert conflict, and prevent state collapse? The study is an effort to apply a unique five-dimensional theory of change model that specifies agriculture, culture, governance, economic well-being, and social well-being as key characteristics of peaceful and sustainable communities. It explains reconciliation and peace as outcomes of interventions and examines the impacts of chosen development projects through evidence

A tracer study on the lived experiences of TVET college graduates in a democratic South Africa: a case of Vryheid, Kwazulu-Natal Province

Thesis submitted to the Faculty of Humanities and Social Sciences in fulfilment of the requirements for the degree Master of Arts in the Department of Anthropology and Development Studies at the University of Zululand, South Africa [2025].This research study comprehends TVET graduates’ experiences after graduating from TVET colleges. For instance, in Vryheid, South Africa, most youths enrol and graduate from TVET colleges almost every year. They acquire vocational skills that enable them to participate actively in the job market. It was observed that some of them remain inactive with limited access to job markets after graduating from TVET colleges. Such encounters deepened one's understanding of TVET colleges as social structures in human societies for the development of those societies and individuals. The study is, therefore, underpinned by two theories – rites of passage and structural functionalism to understand the phenomenon being studied. TVET colleges were viewed as a “rite of passage” from one stage of life into another. Becoming a TVET graduate means that one needs to separate from parental dependence first, traverse through a phase of transition, and then become incorporated into a new social state TVET graduate. In the transition process presented by rites of passage theory before the youth acquire their new identity of being TVET graduates, they first enter a “social structure” with its function in a society; namely TVET college. Hence, structural functionalism theory was used to explore the contribution of TVET colleges toward the lived experiences of TVET graduates. This research employed an interpretivism paradigm with a qualitative approach to listen to TVET graduates voicing their experiences after being incorporated into their communities. The study found that various reasons make the youth enrol in TVET colleges, among others, is the lack of funding and failure to meet university admission requirements. Graduates pointed out that teaching and learning in TVET colleges is satisfactory. However, a person needs in-service training before obtaining a national diploma. It became a challenge for some to get their certification in record time because of the delay in in-service training. After graduating, most graduates find difficulties in becoming active participants in the labour market. This puts them in a state of waithood; they cannot meet their needs and that of their families. The study revealed that their families are social grant dependents. This made family members have more expectations. They thought once a person graduates, it guarantees employment, which was not the case. Graduates stressed that it becomes a hassle to apply for jobs due to the lack of resources such as computers and printers. Financial support remains critical. When they return to their communities, peers inquire with expectations to study through TVET College. Some graduates decide to follow entrepreneurial paths as survival strategies. This research study recommends that local and national governments encourage industries to consider TVET graduates during recruitment

Curriculum delivery monitoring strategies in primary schools during the covid pandemic: lessons learnt

Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy of Education in the Department of Educational Foundation at the University of Zululand, South Africa [2025].The aim of the study was to investigate the lessons learnt from curriculum delivery monitoring strategies in primary schools during the COVID19 pandemic. The study pursued a qualitative approach in line with the phenomenological research design framed within the interpretivist paradigm. Data collection methods included semi-structured interviews, focus group discussions, and document analysis. Qualitative data was transcribed and analysed using thematic analysis approach. The key findings indicated that teachers faced difficulties in engaging learners and maintaining their attention in a virtual environment which raised concerns about learners’ motivation and participation. They also highlighted the indispensable value of face-to-face teaching for delivering personalised instruction while emphasising the need for systemic reforms to enhance educational resilience during future crises. The study revealed significant challenges including gaps in digital infrastructure, insufficient teacher-training and inadequate support for remote learning, especially in under-resourced schools. The study suggested recommendations to address these issues such as prioritising professional development to strengthen psychological and professional teacher-support systems to ensure effective curriculum implementation, monitoring, delivery, and evaluation. Schools should provide adequate resources and training to help teachers manage increased workloads and overcome the challenges of remote teaching-learning. Government and schools should focus on improving access to technological devices, internet connectivity, and conducive learning spaces, particularly in low-income areas to bridge the digital gap to support remote and hybrid learning. Prioritising teacher-training, teacher-wellbeing, and adaptive strategies is essential for equitable curriculum delivery during crises. Educational institutions and policymakers must support teachers in developing their technological literacy skills and by providing a more flexible curriculum to ensure effective teaching and learning through digitisation. This study proposes a model for monitoring curriculum delivery in primary schools; the model could inform future policies on curriculum development

An assessment of environmental conservation and community participation processes in the Big 5 Hlabisa Local Municipality

Thesis submitted to the Faculty of Science, Agriculture and Engineering in fulfilment of the requirements for the degree of Master of Science in the Department of Geography and Environmental Studies at the University of Zululand, South Africa [2025].Environmental conservation practices, processes, and strategies are an active area of scholarly research. This is the context within which this study assessed environmental conservation and community participation processes in the Big 5 Hlabisa Local Municipality, KwaZulu-Natal, South Africa. The objectives of the study were to: a) examine the environmental conservation practices and community participation processes adopted by the communities in the Big 5 Hlabisa Local Municipality; b) examine the factors influencing community members‘ participation in environmental conservation in the study area, c) analyse the benefits of community members‘ participation in environmental conservation processes in the study area and d) explore community members‘ perception of land ownership and how this influences the environmental conservation processes. A mixed-methods approach was followed to achieve these objectives involving quantitative and qualitative approaches. It utilised questionnaire surveys and later involved interviews with selected research respondents. Qualitative data was analysed following a thematic approach while quantitative was analysed using the Statistical Package for Social Sciences. The findings of this thesis indicate that residents were knowledgeable about the value of participating in environmental conservation, and their motivation for involvement emanated from the zeal to protect natural heritage and the progression of indigenous knowledge on conservation and were conversant with the monitoring of wildlife and plant conservation. Their perceptions of benefits showed mixed feelings; mostly on the scarcity of alternative sustainable livelihoods provided to augment forest/land resources acquired for conservation, and the issues of combating invasive plant species (water hyacinth) and seasonal flooding due to climate change. They indicated patriarchy as a factor in disfranchising women in socio-economic activities around the protected areas. Their apparent land ownership views indicated community-based ownership, with traditional leaders rather than the royal house or government overseeing land management. These outcomes debunked the trusteeship issues around the study areas, thus, the Common Property and Institutional Choice theories are not practically viable, as community members alleged minimal or non-existent involvement in communal land/forest planning, strategies, and processes in environmental conservation. The recommendations include quality education and financing, utilisation of ecofeminism in curbing socioeconomic aspects of community participation, and consideration in mapping out conservation planning and strategies

Evaluation of records management practices in the Kwazulu-Natal Technical and Vocational Education and Training (TVET) sector, South Africa

A dissertation submitted to the Faculty of Commerce, Administration and Law in fulfilment of the requirements for the Degree of Doctor of Commerce in Public Administration in the Department of Political Science and Public Administration at the University of Zululand, South Africa [2025].The major aim of this study was to comprehensively evaluate records management practices in the KwaZulu-Natal Technical and Vocational Education and Training (TVET) sector to achieve improved records management systems, quality service delivery and good corporate governance. The advent of new technology and fourth industrial revolution (4IR) has introduced new facets in the corporate environment including TVET Colleges in South Africa, thereby promoting the growing interest of TVET Colleges in adopting sustainable digital records management systems. This research study was premised on the hypothesis that both the management of paper-based and electronic records amounts to dissatisfactory and falls short of best recognised records management standards and practice. Thus, the primary research question was whether the extent of adherence to records management programmes, policies and standards in the study area yield the desired outcome, given that an effective records management programme plays a pivotal role in the efficient administration of a service oriented TVET College. To achieve this, a literature review and an empirical investigation were conducted. The study was underpinned by both records’ life cycle and the records continuum model. The study utilised the interpretive research paradigm and adopted qualitative research methodology using case study design. The target population for the study was 151, with 116 respondents of those being purposively selected. Thus, purposive sampling was used to identify the research sample for the study. Using triangulated data collection methods, the researcher employed interview schedule, observation techniques, systems, and document analysis in order to enhance the validity and reliability of the research findings. Data obtained through interviews, observations, systems, and document analysis was analysed in terms of content analysis to derive pivotal themes of the study. The key findings established that the general status of management of records in the TVET Colleges is inadequately positioned to support improved records management systems including, inter alia, insufficient integration of ICT in the management of records, thereby undermining the significant growth of the College on electronic services adoption, risk management processes, strategic planning processes, enhancing quality service delivery, promoting good governance, supporting democratic accountability, fulfilling legal and regulatory requirements, promoting and protecting human rights, and ensuring sound financial management. Although some initiatives have been undertaken to enhance records management practices, the existing practices of the study area require serious improvement to the records management system. Therefore, based on the established empirical findings, it can be concluded that the selected study area does not conform to proper records management practices, thereby undermining good corporate governance, accountability, and quality service delivery in the TVET College arena. Therefore, recommendations and a designed framework (TVET-AMSORT) for managing records in support of improved status quo of TVET Colleges in the study area, have been provided. Moreover, in the endeavour to enhance records management practices in the study area, a proposal for the implementation of the recommendations on a priority basis has also been provided. The study’s contribution to scholarly works and literature in the field of public administration resides in its findings and designed framework that can be practically adopted for management of records in support of enhanced records management systems, quality service delivery and good corporate governance. By establishing the nexus between management of records and adherence to records management programmes, policies, and standards in the study area, it is hoped that the study will provide input to policymakers to consider records managers as key stakeholders in TVET Colleges. The study adds value to the prevailing theoretical and legislative phenomena that form the perpetual discourse on the application of improved records management practices in the TVET sector. However, the researcher could not include other TVET Colleges in South Africa due to time limitations. Thus, other researchers can focus on exploring the study in other research institutions in South Africa

Exploring the effects of post provisioning norm policy on learners’ academic performance in rural secondary schools: a case of uMshwathi, Kwazulu-Natal

Thesis submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2025].In this study, the researcher explored the impact of the implementation of the Post Provisioning Norms policy on the academic performance of learners in rural secondary schools. This study utilized both face to face interviews and observation on focus groups to get participant’s views and opinions about the impact of the Post Provisioning Norms on the academic performance of learners in rural secondary schools. The population group consisted of 37 schools. The researcher used convenience sampling to draw a sample of 9 schools, where there was availability of one teacher and one school principal from each school. Analysis showed that the policy was applied on a blanket approach and did not consider the unique nature and history of the rural secondary schools. The result of the study confirmed that Post Provisioning Norms was impacting negatively on learner academic performance in rural secondary schools. The researcher recommended that the Post Provisioning Norms policy be revised to also include the consideration of the unique nature of rural secondary schools, the subjects being offered at such schools and not only the learner numbers. The limitation of the study was that the study was conducted in rural schools only, where there were only African teachers and learners. There is a need for future research on how best the Post Provisioning Norms formula could be improved to achieve satisfactory results for acceptable learner-teacher ratios among all races, especially African schools