Victor Ngwenya | University of South Africa (original) (raw)
Papers by Victor Ngwenya
SA Journal of Human Resource Management
International Journal of Management Excellence, 2017
The major purpose of this study was to investigate the factors which cause student dropout in a s... more The major purpose of this study was to investigate the factors which cause student dropout in a selected urban secondary school located in Bulawayo Metropolitan Province. The study was informed by the post-positivist and constructivist paradigms, utilizing a combination of quantitative and qualitative data in a mixed method approach. Data was collected using closed-ended questionnaires, document analysis and semi-structured interview protocols. Sources of data, methodology and theories were triangulated to authenticate the data gathered. Respondents and interviewees/key informants were systematically and purposively sampled respectively. The main themes centred on the concept of student dropout, its causes and remedies. The study, therefore, unearthed that participants were conscious of the concept, the student/family, community and school level factors which cause it. The latter, though minimum threatened the internal efficiency of the Zimbabwean education system. An inclusive, holistic and relevant curriculum meant to cater for the diversified needs of the students was proposed.
Parental involvement (PI) in school governance is an international acclaimed worldwide practice a... more Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region "conflict free zones". Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. v KEY TERMS Bulawayo metropolitan province, education manager, government and non-governmental schools, management, model, parent, parental involvement, primary school, school governors, total quality management. vi TABLE OF CONTENTS
Journal of Social Science Studies, 2015
This research investigated the factors which motivate teachers in Zimbabwean public schools amid ... more This research investigated the factors which motivate teachers in Zimbabwean public schools amid the economic challenges ravaging the country. A survey design was used to gather data on biography, motivators, demotivators, need fulfilment, need deprivation and possible motivators by means of a questionnaire consisting of seven open-ended questions. The qualitative data amassed was screened and categorised in themes. The responses of thirty-seven teachers indicated that participants were motivated by financial gains, job security and the availability of adequate resources, contrarily to the major findings of Maslow and Herzberg. The absence of these in their workplaces equally demotivates them. Interesting though was that, a few teachers claimed that autonomy, recognition and developmental supervisory strategies were appropriate ingredients needed for self-actualisation. They further suggested that all stakeholders should be mobilised in a collaborated manner to provide adequate resources and infrastructure in schools to minimise demotivating conditions. Constant salary reviews within affordability limits, government loans at nominal interest rates and renewal strategies were recommended. Incentives although popular were discouraged.
The purpose of this study was to investigate the appropriate models Education Managers could use ... more The purpose of this study was to investigate the appropriate models Education Managers could use to enhance the performance of teachers in the teaching and learning process through supervision in Bulawayo Central District. The epistemological foundations informing this study was a post-positivist paradigm employing a quantitative approach. Structured questionnaires were used to gather data from the respondents (N=50) who were randomly selected from the ten schools. The major finding was that both Education Managers and teachers investigated were pedagogical qualified. Weighing in were their experience and maturation levels. Similarly, the emphasis on measurable standards, getting inputs from the teachers before writing a report, successful accomplishment of tasks and being both human and task oriented in practice demonstrated that a contingent approach was being employed by supervisors. In the process, models were integrated, although, the Clinical Supervision Model unconsciously....
The study investigated the attitudes of teachers towards Performance Appraisal (PA) as a model of... more The study investigated the attitudes of teachers towards Performance Appraisal (PA) as a model of staff supervision and how these impact heavily on their motivation and performance through a questionnaire survey which consisted of precoded responses. The classical-traditional models which influenced and coexist with the PA were reviewed through the literature review. The empirical investigation revealed that the generality of teachers are motivated by staff supervision models which seek to develop their pedagogical skills which in turn would enhance their performance for the purpose of improving the educative process and attaining educational goals. Such a thrust needs to be collaborative, transparent, dialogical and accountable. Contrary to that, models which are judgemental in nature and those which advocate for the close and constant supervision seem to irk teachers. Overally, an eclectic approach to staff supervision has been prescribed and PA should be adopted with adaptation.
The research was meant to establish the best way of collecting fees in primary schools without in... more The research was meant to establish the best way of collecting fees in primary schools without infringing on the liberties of learners using the grounded theory design as the government of Zimbabwe could no longer sustain the education for all policy vis-a-vis the financial demands. This thrust was achieved by way of an internet survey design meant to generate ideas. Information-rich respondents were purposefully sampled and thereafter a snowball sampling technique was employed to identify the twelve participants giving a summation of seventeen. Most respondents indicated that tuition in primary schools was only free in the rural areas not in urban schools considering the exorbitant levies parents pay inclusive of the private costs incurred. Re-educative strategies of change resulting in collaboratively agreed upon payment plans were suggested. These were to be commissioned by the police to make them legally binding. The legal route with its prohibitive costs was shunned.
The main focus of this research was to investigate the factors which militate against the concept... more The main focus of this research was to investigate the factors which militate against the concept of the Small Christian Community (SCC) in the Zimbabwean Roman Catholic Church within the Total Quality Management paradigm as attempts are sought to implement Vatican 11’s aspirations. A study of a qualitative nature utilising a grounded theory design was employed. Data was gathered from eight interviewees and eighteen respondents on biographic data, the concept of the SCC and parishioner participation in the SCC and Parish, thereafter solutions were sought for non-compliance. The research revealed that the some parishioners, the youth included did not attend prayer meetings with the latter being invisible in some church activities. Although non-attendance was due to work commitments, and educational engagements; the language policy and lackluster homilies and sermons factored in. Significantly were pledges which parishioners made and dishonoured. Suggestions proffered included awarene...
The tradition in Zimbabwe is that after teachers have completed their initial professional traini... more The tradition in Zimbabwe is that after teachers have completed their initial professional training, they are deployed to all parts of the country by the Ministry of Primary and Secondary Education (MoPSE) with equity in mind so that quality teachers are equally distributed nationwide in pursuit of universal primary education (UPE), which was declared at independence (Government of Zimbabwe [GoZ], 2020). However, those who are usually deployed to remote schools, which are sometimes inaccessible, encounter challenges.
SA Journal of Human Resource Management
South African Journal of Education
The issue addressed in the study reported on here was the establishment of a clinical school-base... more The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point Likert-type questionnaire (1 to 31) was used to collect quantitative data with one question (32), gathering qualitative from 102 respondents who were purposively and systematically selected. The developmental aspect embedded in the school-based supervisory model demands that the process is constant and continuous, ruling out traditional supervisory models which demanded more control, compliance, predictability and accountability. Consequently, this would render the traditional inspectorate teams redundant. Supervisors armed with various models of supervision would be compelled to adopt an eclectic approach to supervision contingent to the situ...
Africa Education Review, Aug 12, 2019
the primary concerns of the study reported on were to establish the challenges primary school tea... more the primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. the paradigm underpinning the study was interpretivism, utilising a qualitative design. the public schools-in both low and highdensity suburbs-and participants were purposively selected as the study sought depth as opposed to breadth. the data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. the use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. the major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.
SA Journal of Human Resource Management
International Journal of Management Excellence, 2017
The major purpose of this study was to investigate the factors which cause student dropout in a s... more The major purpose of this study was to investigate the factors which cause student dropout in a selected urban secondary school located in Bulawayo Metropolitan Province. The study was informed by the post-positivist and constructivist paradigms, utilizing a combination of quantitative and qualitative data in a mixed method approach. Data was collected using closed-ended questionnaires, document analysis and semi-structured interview protocols. Sources of data, methodology and theories were triangulated to authenticate the data gathered. Respondents and interviewees/key informants were systematically and purposively sampled respectively. The main themes centred on the concept of student dropout, its causes and remedies. The study, therefore, unearthed that participants were conscious of the concept, the student/family, community and school level factors which cause it. The latter, though minimum threatened the internal efficiency of the Zimbabwean education system. An inclusive, holistic and relevant curriculum meant to cater for the diversified needs of the students was proposed.
Parental involvement (PI) in school governance is an international acclaimed worldwide practice a... more Parental involvement (PI) in school governance is an international acclaimed worldwide practice and is viewed as a major topic in current educational reforms. This study investigated the management of PI programmes in public schools within the jurisdiction of Bulawayo Metropolitan Province in Zimbabwe. The Total Quality Management (TQM) framework was employed as attempts were made to bring all stakeholders on board in the pursuit of quality education. To achieve this thrust, literature on the historical developments which obtained in the United States of America, China and South Africa on the phenomenon was reviewed. Further to that, the models of PI which influenced the adoption of what has obtained in Zimbabwean public schools were cited too. In the process the legal statutes which mandated PI programmes in operation were explored in detail. Data for this study was obtained by means of a quantitative approach involving questionnaires with precoded responses from a sample of 51 education managers and 47 school governors. The major findings of the empirical investigation was that PI is juridical and the bulk of the parents want to be engaged in both formal and informal academic issues of the school business as long as such engagement is well planned and organised. This collaboration of the minds and efforts does not only enhance the management style of the education manager but also the realisation of academic excellence in schools as both parties collectively embark on a quality conscious crusade. Generally, parents in this province were found to be less meddlesome when it comes to the professional governance of the school system, thus making the bulk of schools in this region "conflict free zones". Disturbing though was the failure by parents to be engaged in the conception of the school vision and mission statement. Finally, the engagement of parents in the management of PI programmes has been recommended in this thesis as it has been found to be genuine, transparent, human resource oriented, dialogical and accountable if citizen participation in school governance is to be envisaged within a democratic framework. Orientation workshops and seminars can be manned for this purpose if home-brewed PI models meant to enhance ownership, commitment and motivation are to be realised. In that way, a customised educational menu may be approximated. v KEY TERMS Bulawayo metropolitan province, education manager, government and non-governmental schools, management, model, parent, parental involvement, primary school, school governors, total quality management. vi TABLE OF CONTENTS
Journal of Social Science Studies, 2015
This research investigated the factors which motivate teachers in Zimbabwean public schools amid ... more This research investigated the factors which motivate teachers in Zimbabwean public schools amid the economic challenges ravaging the country. A survey design was used to gather data on biography, motivators, demotivators, need fulfilment, need deprivation and possible motivators by means of a questionnaire consisting of seven open-ended questions. The qualitative data amassed was screened and categorised in themes. The responses of thirty-seven teachers indicated that participants were motivated by financial gains, job security and the availability of adequate resources, contrarily to the major findings of Maslow and Herzberg. The absence of these in their workplaces equally demotivates them. Interesting though was that, a few teachers claimed that autonomy, recognition and developmental supervisory strategies were appropriate ingredients needed for self-actualisation. They further suggested that all stakeholders should be mobilised in a collaborated manner to provide adequate resources and infrastructure in schools to minimise demotivating conditions. Constant salary reviews within affordability limits, government loans at nominal interest rates and renewal strategies were recommended. Incentives although popular were discouraged.
The purpose of this study was to investigate the appropriate models Education Managers could use ... more The purpose of this study was to investigate the appropriate models Education Managers could use to enhance the performance of teachers in the teaching and learning process through supervision in Bulawayo Central District. The epistemological foundations informing this study was a post-positivist paradigm employing a quantitative approach. Structured questionnaires were used to gather data from the respondents (N=50) who were randomly selected from the ten schools. The major finding was that both Education Managers and teachers investigated were pedagogical qualified. Weighing in were their experience and maturation levels. Similarly, the emphasis on measurable standards, getting inputs from the teachers before writing a report, successful accomplishment of tasks and being both human and task oriented in practice demonstrated that a contingent approach was being employed by supervisors. In the process, models were integrated, although, the Clinical Supervision Model unconsciously....
The study investigated the attitudes of teachers towards Performance Appraisal (PA) as a model of... more The study investigated the attitudes of teachers towards Performance Appraisal (PA) as a model of staff supervision and how these impact heavily on their motivation and performance through a questionnaire survey which consisted of precoded responses. The classical-traditional models which influenced and coexist with the PA were reviewed through the literature review. The empirical investigation revealed that the generality of teachers are motivated by staff supervision models which seek to develop their pedagogical skills which in turn would enhance their performance for the purpose of improving the educative process and attaining educational goals. Such a thrust needs to be collaborative, transparent, dialogical and accountable. Contrary to that, models which are judgemental in nature and those which advocate for the close and constant supervision seem to irk teachers. Overally, an eclectic approach to staff supervision has been prescribed and PA should be adopted with adaptation.
The research was meant to establish the best way of collecting fees in primary schools without in... more The research was meant to establish the best way of collecting fees in primary schools without infringing on the liberties of learners using the grounded theory design as the government of Zimbabwe could no longer sustain the education for all policy vis-a-vis the financial demands. This thrust was achieved by way of an internet survey design meant to generate ideas. Information-rich respondents were purposefully sampled and thereafter a snowball sampling technique was employed to identify the twelve participants giving a summation of seventeen. Most respondents indicated that tuition in primary schools was only free in the rural areas not in urban schools considering the exorbitant levies parents pay inclusive of the private costs incurred. Re-educative strategies of change resulting in collaboratively agreed upon payment plans were suggested. These were to be commissioned by the police to make them legally binding. The legal route with its prohibitive costs was shunned.
The main focus of this research was to investigate the factors which militate against the concept... more The main focus of this research was to investigate the factors which militate against the concept of the Small Christian Community (SCC) in the Zimbabwean Roman Catholic Church within the Total Quality Management paradigm as attempts are sought to implement Vatican 11’s aspirations. A study of a qualitative nature utilising a grounded theory design was employed. Data was gathered from eight interviewees and eighteen respondents on biographic data, the concept of the SCC and parishioner participation in the SCC and Parish, thereafter solutions were sought for non-compliance. The research revealed that the some parishioners, the youth included did not attend prayer meetings with the latter being invisible in some church activities. Although non-attendance was due to work commitments, and educational engagements; the language policy and lackluster homilies and sermons factored in. Significantly were pledges which parishioners made and dishonoured. Suggestions proffered included awarene...
The tradition in Zimbabwe is that after teachers have completed their initial professional traini... more The tradition in Zimbabwe is that after teachers have completed their initial professional training, they are deployed to all parts of the country by the Ministry of Primary and Secondary Education (MoPSE) with equity in mind so that quality teachers are equally distributed nationwide in pursuit of universal primary education (UPE), which was declared at independence (Government of Zimbabwe [GoZ], 2020). However, those who are usually deployed to remote schools, which are sometimes inaccessible, encounter challenges.
SA Journal of Human Resource Management
South African Journal of Education
The issue addressed in the study reported on here was the establishment of a clinical school-base... more The issue addressed in the study reported on here was the establishment of a clinical school-based model of supervision which was pragmatic and developmental-oriented for the professional development of teachers, a concept currently advocated by the supervisory corps. Since a mixed methods approach was used in the study, a closed-ended 3-point Likert-type questionnaire (1 to 31) was used to collect quantitative data with one question (32), gathering qualitative from 102 respondents who were purposively and systematically selected. The developmental aspect embedded in the school-based supervisory model demands that the process is constant and continuous, ruling out traditional supervisory models which demanded more control, compliance, predictability and accountability. Consequently, this would render the traditional inspectorate teams redundant. Supervisors armed with various models of supervision would be compelled to adopt an eclectic approach to supervision contingent to the situ...
Africa Education Review, Aug 12, 2019
the primary concerns of the study reported on were to establish the challenges primary school tea... more the primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. the paradigm underpinning the study was interpretivism, utilising a qualitative design. the public schools-in both low and highdensity suburbs-and participants were purposively selected as the study sought depth as opposed to breadth. the data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. the use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. the major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.