Primary Educationhttp://hdl.handle.net/10311/1212024-03-29T15:10:41Z2024-03-29T15:10:41ZFactors enhancing basic education: Implication on pupils' capability in Botswana primary and junior secondary schoolsMphale, Luke Molokohttp://hdl.handle.net/10311/13672016-08-13T00:04:10Z2014-04-01T00:00:00ZFactors enhancing basic education: Implication on pupils' capability in Botswana primary and junior secondary schools
Mphale, Luke Moloko
The purpose of the study was to investigate factors enhancing basic education and their implication for primary and junior secondary schools pupils in Botswana. The study was mainly a descriptive survey design. Three research questions and one null hypothesis guided the study. Data were collected through individual 13-item structured questionnaire which was validated. The reliability level was 0.7 using Cronbach Alpha Statistic. Random sampling was used to select the participants. The sample comprised hundred and thirty teachers from primary schools and seventy teachers from junior secondary schools. Data were analysed using frequency tables and percentages. The findings of the study showed that learning environment and teacher education have a positive impact on the provision of quality basic education. Based on the findings of the study it was recommended that for Botswana to achieve some of the Millennium Development Goals priority should be given to better learning environment and quality teacher education.
2014-04-01T00:00:00ZTeaching world mindedness in Social Studies classrooms in primary schools in Botswana: reality or illusion?Mhlauli, Mavis B.http://hdl.handle.net/10311/13202016-08-13T00:01:59Z2013-11-29T00:00:00ZTeaching world mindedness in Social Studies classrooms in primary schools in Botswana: reality or illusion?
Mhlauli, Mavis B.
The need to teach global perspectives in schools has heightened with the proliferation of information sharing technologies and the growing interconnectedness of world systems, hence, the suggestion that if social studies is to do better in the preparation of global citizens for the future it has to pay attention to global perspectives. The purpose of this study was to interrogate the social studies teachers’ views and experiences in teaching about the world in upper classes in primary schools in Botswana. For its framework, this study uses Hanvey’ (1976) five dimensions of global education popularly known as “An attainable global perspective”. This study was anchored within the naturalistic inquiry paradigm and used qualitative methods to collect data. Data were analyzed inductively through grounded theory techniques. The findings of this study indicated that social studies teachers teach about the world from a “Motswana” worldview. The conclusion drawn from these findings is that these teachers believe that teaching about Botswana is more of a priority than teaching about the world and their discussion on world issues is based on how those issues affect them as a country and a people. Therefore, the development of world mindedness in social studies classrooms remains an illusion rather than a reality. The study recommends that teacher education both pre-service and in-service revisit their curriculum in an effort to incorporate mega trends in social studies and global education and its pedagogies.
2013-11-29T00:00:00ZThe effectiveness of teachers' professional development initiatives in enhancing teachers growth in Botswana secondary schoolsMphale, Luke M.http://hdl.handle.net/10311/12922016-08-13T00:04:01Z2014-03-01T00:00:00ZThe effectiveness of teachers' professional development initiatives in enhancing teachers growth in Botswana secondary schools
Mphale, Luke M.
The study investigated the effectiveness of school-based teachers' professional development initiatives in enhancing teachers' growth in secondary schools in Botswana. Data were collected through individual semi-structured interviews involving Principal Education Officers, School Heads and Teachers. Documents from the Ministry of Education and Skill Development and schools that outline teacher professional development were analysed. The findings of the study showed that the initiatives were not based on teachers' need assessment. Very few respondents indicated that they benefited from the school-based professional development initiatives, while majority felt the initiatives are far from reaching their development needs. The teachers' responses regarding professional development initiatives nullify the existence of such initiatives as they do not play the role of enhancing teachers' professionalism. The study, therefore, recommends that the indentification of teachers' professional development needs is vital for the effectiveness of Botswana secondary schools professional development initiatives.
2014-03-01T00:00:00ZLeadership capability model for motivating Junior Secondary School teachers in BotswanaMphale, Luke M.http://hdl.handle.net/10311/12912016-08-13T00:02:44Z2014-03-19T00:00:00ZLeadership capability model for motivating Junior Secondary School teachers in Botswana
Mphale, Luke M.
The purpose of the study was to explore types of Leadership Capability Models used by managers of junior secondary schools in Botswana. The focus was to identify appropriate model(s) which can assist the school management to understand their potential in motivating teaching staff. The study was mainly quantitative and used questionnaires to collect data. Some official documents were used to supplement the information collected for the purpose of triangulation. Data were analysed using the Statistical Package for the Social Science or Statistical Product and Service Solutions (SPSS) version 19. The findings of the study revealed that there is no specific leadership model used by the senior management in schools. However, it was also revealed that whichever leadership model that could be used in schools, senior management ought to be confident, competent and self- managing in order to motivate staff effectively. The study, therefore, recommends that the school senior managers should be
able to identify the intrinsic and extrinsic motivating factors in order to be good and effective motivators.
2014-03-19T00:00:00Z