Department of Technical and Engineering Education and Training

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Browsing Department of Technical and Engineering Education and Training by Author "Shava, G.N."

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    Effects of school leadership in enhancing learners' achievement in South African schools
    (2020) Shava, G.N.; Sibanda, L.
    Introduction: School leadership has increasingly been gaining attention from educational policymakers, and the entire educational society. Research has also confirmed that school principals are essential for developing and maintaining effective school systems. The role of school leadership in schools is highly complex and dynamic such that strategies are needed to change underperforming schools. This article reported on a small scale exploratory qualitative study that investigated the effects of school leadership in enhancing the learning outcomes of a cohort of schools in a rural setting in South Africa. Purpose: The purpose of the study was to analyse the role of principals in enhancing learning achievement in schools. Methodology: The study took a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Qualitative evidence was collected from six schools in the same district through semi-structured interview question with educators and school principals. Purposive sampling techniques were used to select information-rich cases from the schools and in selecting the schools. Results: Grounded in the accounts of our study participants, results from the study indicated that school principals are the cornerstones of achieving quality teaching and learning through motivating educators, training and providing distributed leadership Recommendations: From the study findings, it was recommended that there is need to improve the basic unit of the educational institution which include structural, cultural and agential conditions to enhance the effective operations of school principals. There is a need to motivate and enhance existing forms of agency in ways that expand learners’ achievement.
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    Principal leadership and school performance: Integrating instructional and transformational leadership in South African schools context
    (2021) Shava, G.N.
    This study aimed to examine the integration of instructional and transformational models of leadership in sustaining school improvement. The question of how the integration of instructional and transformational leadership in schools can influence learners' performance has received a significant amount of interest among researchers. Literature reviews have found two key approaches: educational and transformational leadership models to establish the most appropriate school leadership model. Therefore, this article reports on qualitative research used to arrive at an in-depth understanding of integrating instructional and transformational leadership in enhancing school performance. Data was collected through semi-structured interviews with principals in one educational province. Purposive sampling techniques were used to select participants for the study. Findings from the study established that integrating the two models had the potential to enhance learner performance. This study has shown that the integration of instructional and transformational leadership models led to a climate that promotes a culture of teaching and learning, hence increasing quality learning outcomes.
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    Quality Education for Sustainable Development in Zimbabwean Higher Education: Towards UNDP 2030 SDG
    (2020) Shava, G.N.
    The article explores the challenges and opportunities of achieving Agenda 2030 Global Goals on education for sustainable development in Zimbabwe higher education. The challenges posed by the need to provide for quality, sustainability, and development demand a renewed reflection on the nature and scope of the higher education systems in order to address current issues of education for sustainable development as stated by the United Nations Sustainable Development Goals which proposes that education for sustainable development (ESD) should be addressed at all levels of education. ESD allows every human being to acquire the knowledge to shape a sustainable future including key sustainable development issues into teaching and learning. The vision of Agenda 2030 is to transform lives through quality education, recognizing the important role of education as a main driver for development and achieving proposed Sustainable Development Goals (SDGs) and their vision which is fully captured by the proposed SDG4 “ Ensuring inclusive equitable quality education and promote lifelong learning opportunities for all.” The aim of the study is to explore the complexity of raising higher education quality drawing from the structure and agency theoretical view point to offer deeper insights into the role that agency and structures in higher education may play in achieving the vision of Agenda 2030. In essence the qualitative study provides possible measures for enhancing the achievement of Agenda 2030 Global Goals. Findings from the study pointed to the lack of integrated ESD in higher education professional standards and into curriculum. The study recommends the need to update higher education curriculum, pedagogy, and educational resources to address the twenty-first-century context of teaching and learning.