Department of Technical and Engineering Education and Training

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Browsing Department of Technical and Engineering Education and Training by Author "Sibanda, L."

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    Constraints affecting men's participation in early childhood education (ECE): Implications for intervention.
    (2020) Mathwasa, J.; Sibanda, L.
    A qualitative study grounded in the interpretive paradigm was adopted where four men, four women and four educators were purposively selected, responded to the semi-structured interviews. The aim of the study was to establish the constraints affecting men’s participation in the early childhood education of their children. The researchers observed all the ethical concerns. Data was analysed in easily understood themes. The findings revealed that although all stakeholders fully understood the importance of men in the early childhood education their participation was still minimal indicating that they still faced constraints. The constraints included work-related absence, broken relationships, lack of interest, traditional and cultural beliefs, stereotypes and mothers’ monopoly on the children. The study concluded that for the achievement of early childhood goals, men should improve their participation in early education of children. The study recommends that all stakeholders make a retrospect into how they have contributed to the constraints that men face in their endeavour to change the status quo.
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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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    Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners.
    (2020-07) Sibanda, L.; Mantwasa, J.
    This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools.