Zenzele Weda - Academia.edu (original) (raw)

Papers by Zenzele Weda

In sub-Saharan Africa, South Africa is a popular choice for migrant workers from the region. Zimb... more In sub-Saharan Africa, South Africa is a popular choice for migrant workers from the region. Zimbabwe has been experiencing socio-economic and political turmoil since the turn of the century, which has led to an exodus of its citizens. The choice of Zimbabwean teachers as participants in this study was motivated by them constituting the largest percentage of migrant teachers in South Africa’s education system. The purpose of this qualitative study was to explore the Zimbabwean teachers’ motives for migration to South Africa, the challenges in finding employment as a teacher and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. The data were analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than the pull fa...

The concept of globalisation 2.3.2 Outcomes of globalisation 2.3.3 Contending discourses in globa... more The concept of globalisation 2.3.2 Outcomes of globalisation 2.3.3 Contending discourses in globalisation 2.4 CAUSES OF MIGRATION 2.4.1 Globalisation as a cause of migration 2.4.2 Other causes of migration 2.5 MIGRATION THEORIES viii 2.5.1 Macro-level theories

Mediterranean Journal of Social Sciences, 2014

The migration of Zimbabwean teachers to South Africa has received little attention in terms of sc... more The migration of Zimbabwean teachers to South Africa has received little attention in terms of scholarly research. This paper focuses on factors which influence teacher migration from Zimbabwe to South Africa as they function in a grounded theory of teacher migration. Using a constructivist grounded theory approach; data were gathered from thirteen teacher migrants resident in South Africa for five years or less selected by theoretical sampling. Data gathering comprised written and oral life history accounts, which focused on the participants' main concerns during the migration process. Data analysis comprised initial, intermediate and advanced coding which led to the generation of a grounded theory on teacher migration revolving around the core category of Status. Levels of status were positioned on a continuum from Further diminished status, Diminished status, Ideal status to Ideal status surpassed. Migration, labelled as Escape due to its distinctive properties, was a demanding and last-resort process to maintain or achieve an ideal status understood in terms of three domains: working conditions, standard of living and social prestige that teacher professionals expect as normative. Prior to migration teachers adopted strategies to pull things together; when this process failed, teachers experienced things falling apart. In conclusion, the credibility and fit of the grounded theory is weighed within the framework of selected extant sociological and migration theories.

South African Journal of Education, 2017

Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department ... more Zimbabwean teachers constitute the largest group of migrant teachers in South Africa (Department of Higher Education & Training (DHET), 2013). The main reason South Africa welcomes migrant teachers is to ease the country's own teacher shortage. The purpose of this qualitative study was to explore Zimbabwean teachers' motives for migration to South Africa and their future career plans. Fifteen migrant Zimbabwean teachers in public high or combined schools (private schools) took part in semi-structured, face-to-face interviews. Several sampling techniques (purposive, quota, convenient and snowball sampling) were used to select the teachers in Gauteng Province. The data was analysed qualitatively using open coding. The findings revealed that the economic and political instability in Zimbabwe (a push factor) played a much stronger role in migration decisions of the migrant teachers than did pull factors such as the close proximity of South Africa, and the existence of a migration network in South Africa. The findings of the study also revealed that some of the migrant Zimbabwean teachers migrated to reunite with their families, as they preferred not to split their immediate families between two countries. Migration networks were effective in assisting the migrants to find employment. The future plans of the majority of the teachers were ambitious. They involved improving their academic qualifications, getting employment in the tertiary education sector, and migrating to other, better paying countries. Migrant teachers are playing a crucial role while balance is being sought between demand and supply of teachers in South Africa. They ought to be given fair contracts that would encourage those who want to stay on, to do so.

Development Southern Africa, 2016

The factors that impact on the primary school education of children left behind by cross-border c... more The factors that impact on the primary school education of children left behind by cross-border circular emigrants in a poor rural community are examined. Data collected through in-depth interviews and focus group discussions from the emigrants' children, their teachers, guardians or parents and from community leaders gave insight into these factors. The findings showed that the main factor impacting positively on the education of the emigrants' children was the ability of the parents to support their children's education financially. The separation of the emigrants' children from their parents was a factor that impacted most negatively on their education.

The study sought to find out undergraduate students and research supervisors’ views on factors af... more The study sought to find out undergraduate students and research supervisors’ views on factors affecting the completion of research projects by Zimbabwe Open University (ZOU) students. Student, supervisor and institutional related factors were the focus of the study. Descriptive survey method was used in the study due to the normative nature of the data collected. Questionnaires and interviews were used to collect data. The sample of the study comprised 50 students who had failed to complete their research projects on schedule as well as 24 research project supervisors. Convenience sampling was used in selection of the students. Supervisors available at the time of the study formed part of the sample. Findings were that the time given to students to do their research project was inadequate. Lack of library, Internet and typing facilities as well as finance for travelling to and from the supervisor hampered students’ research progress. The study concluded that student and institutional factors contributed to failure by students to complete their research projects on schedule. The study recommends that the university should allow students more time to do research projects; over three semesters.

Bloomsbury Academic eBooks, 2022

South African journal of higher education, 2009

The article explores perceptions of mentors of Post Graduate Diploma in Education (PGDE) students... more The article explores perceptions of mentors of Post Graduate Diploma in Education (PGDE) students, regarding mentor / mentee relationships, mentor roles and effectiveness, mentor commitment and training, mentoring benefits, incentives and challenges. The study covered two regions of the Zimbabwe Open University (ZOU) as a follow up to an earlier study which explored students' perceptions. Qualitative questionnaires gathered data from a purposive sample of 39. Although the study is limited due to the absence of a multi-method approach to data gathering, mentor perceptions broadly concur with those of mentees in the earlier study and literature, but with strong emphasis on the need for mentor training, adequate time for mentoring, provision of incentives and the quality issue of grading versus a caring mentoring relationship. From critically analyzing mentor perceptions, researchers concluded that albeit mentors were painting a positive picture of mentoring and their commitment to...

Journal of International Migration and Integration, 2020

With an estimated 40,000 migrant Zimbabwean teachers in neighbouring South Africa, the question o... more With an estimated 40,000 migrant Zimbabwean teachers in neighbouring South Africa, the question of tapping into their skills for the development of their country hinges on their willingness to participate. This study sought to understand the disposition of the resident migrant Zimbabwean teachers in South Africa to participate in a skills transfer programme through partial and virtual return. The study established that all the participants would be willing to volunteer to contribute to the development of their patria through partial and virtual return and that some of them were already engaged in some voluntary developmental work in certain communities. However, a lack of time and a stifling political environment were cited as the major challenges to their possible participation.

Journal of International Migration and Integration, 2018

Migrants consider South Africa to be a country of greener pastures in a subregion blighted by pol... more Migrants consider South Africa to be a country of greener pastures in a subregion blighted by political and economic instability. In South Africa's education system, Zimbabwean teachers constitute the largest group of migrant teachers. The purpose of this qualitative study was to explore the social and professional needs of migrant Zimbabwean teachers and their advice to prospective migrant teachers. Fifteen migrant Zimbabwean teachers in public high schools or combined schools (private schools) took part in semi-structured, face-to-face interviews. The data were analysed qualitatively using open coding. The findings of the study revealed that these migrant teachers need support to overcome difficulties in classroom management, in acquiring legal documentation, and in dealing with the issues of safety and xenophobia. The findings also revealed that the teachers were in need of induction, professional development, and social and financial support. In spite of their many needs, the migrant teachers' advice to prospective migrant teachers was that they should try their luck in South Africa.

This descriptive survey was conducted to establish the quality of service offered by the ZOU staf... more This descriptive survey was conducted to establish the quality of service offered by the ZOU staff at the regional centres. A total of 325 respondents drawn from the ten regional centres of the Zimbabwe Open University (ZOU), responded to questionnaires, which had both closed and open-ended items. The study established that staff at the regional centres was generally providing appropriate quality service to the students even though they were working under difficult conditions most of the time. Front desk staff was seen as marketing ZOU very well through quality service, whilst the academic staff was considered humble, accommodating and diligent. However, poor service was noted in registration, assignment marking and communicating with students. The attitude of some ancillary and library staff was also identified as an area of improvement. This service audit was seen as a way of contributing towards the improvement of service in the ZOU and in other ODL institutions.

Journal of International Migration and Integration, 2019

The research carried out regarding the experiences of migrant teachers in South Africa mainly hig... more The research carried out regarding the experiences of migrant teachers in South Africa mainly highlights the challenges that these teachers face. This article reports on a case study that sought to document the experiences of 15 Zimbabwean teachers working in the Gauteng province of South Africa. Data were collected through semi-structured, face-to-face interviews and analysed qualitatively using open coding. The study revealed that migrant teachers encountered several challenging issues including: a lack of job security, short and unreliable contracts, difficulties in accessing loans for those employed on short contracts, exploitation, xenophobic discrimination, lack of induction, and lack of learner discipline. Professional development, good financial rewards, social acceptance, and political freedom were some of the rewards that they enjoyed in South Africa. Understanding the experiences of migrant teachers is crucial to the promotion of their rights, reduction of the risks associated with their migration, and to the improvement of their professionalism. Further research is necessary to find ways of protecting migrant teachers against discrimination and exploitation. It is also recommended that policy is drawn up that would facilitate the compassionate termination of migrant teachers' employment contracts once the required number of South African teachers has been reached.