3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Psycho-social factors influencing career decision-making of Grade 12 learners in township secondary schools in Gauteng South Africa(2024) Ajayi, Oluwakemi BolanleConsideration is given to career decision-making as a life-long process that takes individual’s strength and attention over the course of a lifetime. Career decision-making is a developmental process that includes every individual’s duties prior to the beginning of a career and after retirement. Moreover, career decision-making is an important step that requires thorough knowledge of environment and the nation’s economy. In South Africa, many learners in township schools do not have sufficient information concerning career options, and therefore the choices that they make are entrenched in their perception of the perfect occupation, the subjects they select at Grade 10 in secondary school and the influences around them. This could be related to psychological and social factors. In addition, little literature in South Africa’s context is available on career decision-making among learners. Consequently, this study attempted to investigate the psychological and social factors influencing career decisionmaking of Grade 12 learners in township Secondary Schools in Gauteng; South Africa. The study was conducted in the Gauteng East District, one of the educational districts with the greatest concentration of township Secondary Schools. The main goal of this study was to examine the psycho-social factors that influence career decision-making among Grade 12 learners in township Secondary Schools. The study also looked at the challenges that Grade 12 learners at township Secondary Schools encounter while choosing their careers. Finally, the study sought to develop a structural equation modelling that can explain the relationship between psychological and social factors and career decisionmaking. Within the mixed methods research paradigm, concurrent triangulation research design was adopted. Thus, a mixed methods research methodology in which both quantitative and qualitative approaches was adopted. The target population comprised 720 Grade 12 learners at the selected six Township Secondary Schools in Gauteng East District. For the quantitative phase, 204 Grade 12 learners from six distinct township Secondary Schools were obtained using a stratified random sampling technique. A sample size of 23 Grade 12 learners was chosen for the online interviews for the qualitative phase of the study using the purposive sampling method. For the quantitative phase, the research tools such as Locus of Control Scale (LCS), Big Five Personality Inventory (BFPI), Self-Efficacy Scale (SES), Career Interest Questionnaire (CIQ), Parental Influence Questionnaire (PIQ), Peer Influence Questionnaire (PIQ) and Career Decision Making Questionnaire (CDMQ) were used to collect data from learners. For the qualitative phase, semi-structured interviews were used to collect data from learners. Validity of questionnaires was ensured by Keyser Meyer Oklin test while reliability was ascertained by use of Cronbach's alpha. In addition, the trustworthiness of qualitative data was ensured. The findings of the study indicated that the personality types such as extraversion, conscientiousness, agreeableness, and openness to experience, significantly influenced career decision-making of the learners. Furthermore, social factors such as peers, teachers, career information services and older siblings influenced career decision-making among Grade 12 learners. Moreover, the findings revealed that learners whose parents had formal education (university, college, high and primary schools) substantially influenced sound career decisionmaking of the learners. The findings also revealed that family related challenges, school related challenges and community related challenges all influenced career decision-making among Grade 12 learners. This study indicated that Grade 12 learners in township Secondary Schools were most significantly influenced by their career interests. The study also showed that age and gender, as demographic characteristics, had an influence on learners' career decisions. From the structural equation model, of the psychological factors, career interest had the greatest influence on career decision making among Grade 12 learners. The study concluded that personality traits and career interests are important in enhancing effective career decision making and that learners with conscientiousness personality are best placed to make accurate career decisions while learners with neuroticism personality had poor career decision-making skills. The study further concludes that peers and friends have an influence on Secondary School learners' career decisions, which is an aspect that learners should be aware of while choosing their careers. In conclusion, the psycho-social model for career decision-making is appropriate and fit for demonstrating the structural relationship between psychological, social factors and career decision-making among Grade 12 learners. From the findings, the study proposes an 8-stage Career Decision Making Model which could assist learners in Secondary Schools to make specific career decisions. The study recommends that the Department of Basic Education should develop skills training and career intervention programs such as career expos to be held in schools to introduce learners to numerous vocations rather than focusing just on content or academics. In order to provide teachers with the social, career development, and educational skills necessary to meet the needs of learners, the Department of Education should train and retrain teachers who specialise in guidance counselling (Life Orientation teachers), and guidance training should be given priority in funding.Item Policy lessons from assessing computer-use in secondary schools in a provincial capital, Polokwane(2014-02-21) Ghoord, EbrahimThis study examined different elements within the classroom, school and environment in order to establish their influence on technology implementation in schools. A review of the literature suggests that the integration of computers in schools is influenced by a number of separate but inter-related factors. If technology implementations in schools are to achieve the desired objectives as outlined in the e- Education White Paper, it is important that such efforts are cognizant of the unique characteristics of each school setting. Eight schools in Polokwane (Limpopo, South Africa) were chosen for this study, which was intended to evaluate current technology integration efforts against existing policy; and to see what policy lessons may be drawn from this.Item An exploration of the role of principals in managing teaching and learning : case studies of two KwaThema secondary schools.(2012-09-21) Porota, Matshidiso CynthiaThis study explored the role of the principal in managing teaching and learning in the two Kwa-Thema secondary schools. Managing teaching and learning is regarded as the core duty and responsibility for South African principals, and it is clearly reflected in the South African Standard for Principalship Bush, Joubert, Kiggundu and Van Rooyen (2010). The assumption underpinning the study was that the principals of the two schools did not focus on managing teaching and learning, thus the high failure rate of the learners. The study was a qualitative case study and it used various data collecting methods. The data collecting methods used were interviews, data analysis, observation and focus group discussion. The use of various data collection methods allowed for triangulation could be validated against all participants or respondents. The study found that the principals of the two schools manage teaching and learning. In fact, the schools have systems in place to ensure that management of teaching and learning is taking place. However, there are contextual factors that challenge the running of the schools and as a result, the schools are underperforming due to the challenges.Item An exploration of successful school leadership practices in challenging school context : case studies of two secondary schools in Soweto.(2012-09-21) Ramatseba, LindaThe study explored successful school leadership practices in challenging contexts: A case study of two secondary schools in Soweto. The study involved two secondary schools in Soweto Township, Gauteng, South Africa. It focused on the roles and responsibilities of principals as leaders of schools in challenging contexts. It aimed to gain insight into how these principals led and managed their schools in order to understand why other township schools consistently performed well, despite the socio-economic status that existed in the township, where other schools failed; how these principals managed to stay on top, their leadership practices and why they made the choices they did. The primary research focus was to explore leadership that contributed to the success of the school. There were three objectives and these were to explore how leaders led and managed their schools. Secondly, the study sought to understand leadership practices of successful school principals and thirdly, to understand if there were special leadership qualities that successful leaders demonstrated. The study adopted a qualitative approach and it used interviews, focus group discussions, documents and observation schedules to gather data. The sample consisted of a mixed gender group of 16 participants. The research findings revealed that principals of the case study schools played an indirect but powerful role towards the school’s success. Further, in the case study schools, leadership was a shared entity. The findings also revealed that the schools succeeded by building and managing relationships, inside and outside the schools. .