Leadership of learning and change for successful learning outcome in History Education

Managing History learning and teaching in schools of South Africa over the years has been characterised by diverse opinions regarding the causes of learner underperformance, who is to be held responsible over learner performance and possible leadership influence on History learner performance. In addressing the problem of underperformance in History from a leadership point of view, the researchers were guided by the managerial leadership and humanism learning theories. The selected qualitative methodology adopted an ethnographic design to establish hidden inferences. A sample of thirty participants comprising the provincial coordinator for History, subject advisor, principals, departmental heads, teachers and learners was obtained based on the availability of History-offering schools in the study area. Data collection was mainly through interviews and meta-analysis of documents. Both deductive and inductive reasoning was applied using ATLAS.ti version 8.4 and thematic analysis in the data analyses process. The findings suggest several managerial leadership measures ranging from policy to practice. These amongst others include the recommendation that History as part of social science should be separated in totality from Geography

Understanding preservice teachers’ perspectives on challenges experienced during work integrated learning

The demands on educational institutions in the 21st century are constantly changing, necessitating adapted teaching, and learning techniques both within and outside of the classroom. Central to these evolutionary changes is the teacher who is expected to initiate innovative teaching strategies that often come with a variety of challenges. This requires preservice teachers to consequently complete extensive work-integrated learning (WIL) for a defined period as part of their initial teacher training. The article sought to ascertain the challenges, faced by preservice teachers during WIL using the situated learning theory, which emphasises the relevance of the integration of new ideas and human actions in dealing with ongoing environmental challenges. The methodology of the study is built on an interpretive paradigm, employing a qualitative case study design. Data was collected through interviews from Fourteen B.Ed. Honours preservice teachers were selected through a non-probability sampling method, known as purposive sampling. Data analysis was done thematically and with the use of Atlas ti 9. The study found some degree of complexities and inter-relationship between the preservice teachers challenges and their inability to deliver content. Exceptionally, however, some challenges like the delegation of responsibilities, pedagogy and especially transportation issues show high-level association with an implication to WIL for preservice teachers. The study however makes some crucial recommendations to policy and practice, which include an expansion and emergency modification in teaching pedagogy to incorporate technology, mandatory professional training and induction programmes for mentors and the need to enhance the environmental approach to teachin

Leadership strategies to enhance History learner performance in township secondary schools in the Ngaka Modiri Molema district

Doctor of Philosophy in Education Management, North-West University, Potchefstroom CampusManaging the teaching and learning of History and the performance of learners in township secondary schools of South Africa over the last decade has been characterised by diverse opinions from different stakeholders. The singular predicament has been about the role of the past in humanities and of History in the national culture; the nature of discipline and its contribution to the education of school going children about what History should teach; and on what the pass rate target in History across the curriculum should be. Thus, the teaching and learning of History has generated several critiques from various stakeholders especially the young people, most of whom contest that History has no positive impact in their lives, but rather that it reminds them of the sad past of apartheid, characterised by dehumanising conditions. The study seeks to explore managerial leadership strategies that could be used to enhance learner performance in History township secondary schools of the Ngaka Modiri Molema District (NMMD). In addressing the problem of underperformance, I focused on History as a subject, guided by four theories namely; the managerial leadership theory, contingency theory, constructivist learning theory and the humanism learning theory. The selected qualitative approach adopted an ethnographic design to establish hidden inferences. A sample of respondents were drawn from two local municipalities namely Mahikeng and Rekopantswe through purposive sampling. A total of 30 participants took part in the study and comprised of learners above 18 years, the subject coordinator, subject advisor, principals, departmental Heads and educators. In analysing the data, both deductive and inductive reasoning was implemented using ATLAS.ti version 8.4 and thematic analysis. The data from interviews and meta-analysis of documents were integrated in the analysis and interpretation phase for corroboration under common themes and categories. The results of the study recommend some managerial leadership strategies which range from policy, to instructional leadership practice. Firstly, it indicates that internal leadership practice through the school management team in collaboration with the district office should begin by instilling some degree of awareness, self-discipline and commitment to the teaching and learning of History. This is followed by the need for a culture of acceptance built through social cohesion which warrants individuals to have some sense of connectedness and solidarity in the nation. This is linked with the idea that school principals could consider taking up a managerial leadership function rather than just management which limits their responsibilities to implementation alone. Secondly, with language of learning and teaching (LoLT) being a contributing factor to underperformance in History, it was indicated that instead of using the home language at the early stage of schooling that would subsequently be abandoned, a culture of communication within the school environment using the LoLT could be instilled to enable learners to become acquainted with the language of instruction as well as boost their self confidence in both spoken and written English. Alternatively, if the home language must be used as the language of instruction, then it should equally be applied in the assessment process and all through the GET and FET band rather than at a later stage (FET band) where learners are already at a disadvantage. Also, the findings indicate that the problem of resources in township schools is not only limited to the unavailability or unequal distribution, but also due to the difference in the geographical location of the schools. To ensure an equal distribution of physical and human resources across all the geographical areas therefore, management at all levels could prioritise making the available resources properly managed and maintained. In addition to the distribution of resources, it was further recommended that besides the incorporating of information and communication technology (ICT) which is to some extent not feasible in rural areas, more personnel could rather be deployed in those areas. Furthermore, the combination of History and Geography to form what is known as social science, was identified amongst the problems facing History teaching and learning. As a strategy, History could be separated totally from Geography in both the GET and FET bands to stand as independent subjects in an attempt to gain equal attention. In a nutshell, what makes this empirical study different from other existing knowledge lies on the elucidation that despite the presence of poverty within these communities, some parents strive to improve on the conditions by taking up opportunities in urban areas. Unfortunately, it still results in the absence of a parental figure, thus raising another motive beside negligence as to why some parental support systems are not felt. However, as much as there is a need to recognise and restore the rightful place of History as well as enhance learner performance, it should also be pursued for the right reasons because curriculum changes often come with far reaching pedagogical and socio-economic consequences.Doctora

SCHOOL GOVERNING BODY CHAIRPERSONS’ PERCEPTION ON THEIR ACCOUNTABILITY IN THE RUNNING OF SCHOOLS

The concept of accountability has been portrayed as vital and pertinent in the field of public administration in general and education management in particular for several years. This is important at a time that stakeholders like educators have misconceptualised the purpose of accountability to mean inspection or the lack of trust which makes them uncomfortable. This study sought to develop a conceptual framework of School Governing Body (SGB) Chairperson’s perception of their accountability in selected schools with the purpose of facilitating learning and teaching outcomes. A qualitative paradigm using a multiple case study design was adopted. Data were collected through in-depth individual interviews with 3 chairpersons. The participants were purposively selected because of our discernment that as representatives on the school governing boards, they were accountable to parents as part of their managerial responsibilities. Thematic analysis of the data was used to identify emerging themes and categories. The findings reveal clarity on the practice of accountability in the broad spectrum of school management and administration as well as with policy making and implementation