DOCSLIB.ORG

Examining Teachers' Role in the Promotion of Child-Friendly

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Examining Teachers' Role in the Promotion of Child-Friendly EXAMINING TEACHERS’ ROLE IN THE PROMOTION OF CHILD-FRIENDLY ENVIRONMENTS IN ZIMBABWEAN SECONDARY SCHOOLS: IMPLICATIONS FOR TEACHER PROFESSIONAL DEVELOPMENT BY KETIWE ZENDAH (201510088) A THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION AT THE UNIVERSITY OF FORT HARE 2017 PROMOTER: PROF COSMAS MAPHOSA i DECLARATION I hereby solemnly declare that to the best of my knowledge and belief, the thesis titled “Examining teachers’ role in the promotion of child-friendly environments in Zimbabwean secondary schools: Implications for teacher professional development” is my original work. It has not been submitted to any other institution of higher learning for the awarding of any degree or qualification. In those instances in which I have made use of either the published or unpublished works of other scholars, I have acknowledged the sources, both in the text and in the list of references appended to this thesis. Ketiwe Zendah Signed: Date: 12 June 2017 ii DECLARATION ON PLAGIARISM I, Ketiwe Zendah, with student number 201510088, hereby declare that I am fully aware of the University of Fort Hare Policy on Plagiarism and that I have taken every possible precaution to comply with the regulations pertaining to this policy Signed: Date: 12 June 2017 iii DECLARATION ON RESEARCH ETHICS CLEARANCE I, Ketiwe Zendah, student number 201510088, hereby declare that I am fully aware of the University of Fort Hare Policy on Research Ethics and that I have taken every possible precaution to comply with the regulations pertaining to it. I have obtained an ethical clearance certificate from the University of Fort Hare Ethics Committee, for which the reference number is MAP031SZEN01. Signed: Date: 12 June 2017 iv ABSTRACT Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in- depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments. v DEDICATION This doctoral study is dedicated to my one and only thoughtful, caring, and loving daughter Rutendo Sandra, whom I love, value, and cherish with all my heart. She is my Rock of Gibraltar.She always stands by me and encourages me to follow my dreams and reach my destiny. The thesis is also dedicated to my granddaughter Michelle Atidaishe, whose arrival in the family brought me a lot of joy, confidence and inspiration to improve myself. vi ACKNOWLEDGEMENTS First and foremost, I would like to thank God the Almighty for affording me the focus and determination to embark on and complete this mammoth task. Without His guidance and favour, I would not have managed to undertake this study. I also wish to acknowledge and thank my supervisor and mentor Professor Cosmas Maphosa for his unwavering guidance and support as I drafted and redrafted my doctoral thesis. His visionary quality inspired me to undertake this study. I specifically wish to thank him for his commitment and promptness in giving feedback. I would also wish to express my greatest gratitude to my father, Kossam and my mother, Sarah for making me the person I am today. These two instilled in me the value of working hard, that inspired me to always do my very best in every task I embark on. I also thank my immediate family; husband Tonderai James, son Tafara Jethro, daughter Rutendo Sandra, daughter-in-law Gracious Tafadzwa, and granddaughter, Michelle Atidaishe for their support and encouragement. They believe in me and my desires to make a difference in the family and society at large. They consistently encouraged me to soldier on although several times I was overwhelmed by other social duties. Also, my special mention goes to my brother-in-law, Farai Bernard, and my sister-in-law Spiwe for blessing me with a brand new laptop which made my study life very manageable. May the good God bless you abundantly for your thoughtful ways. I am also grateful for the collegial moral and academic support I got from Christopher Mutseyekwa, Innocent Madenga, and Tonderai James Zendah. These were fellow PhD candidates who were willing to deliberate and exchange notes on research issues. We were together in it and that made the long journey shorter. vii To my nephew Rufaro Tumbare, thank you very much for driving me around schools in the process of data collection. Special acknowledgement goes to Netsai Masamba for assisting me in data capturing. I am also grateful to the Goven Mbeki Research Development Centre for the financial assistance and special mention goes to Professor Cosmas Maphosa for recommending and processing the supervisor linked bursary. This financial intervention lightened my challenges. I would also like to express my heartfelt gratitude to all the research informants, the school link persons, the Ministry of Primary and Secondary Education and its subsidiary offices, for allowing me access to the schools. viii LIST OF ACRONYMS AND ABBREVIATIONS A - Level Advanced Level B. Ed Bachelor of Education Degree CFS Child-Friendly Schools CRC Convention on the Rights of the Child CRE Child Rights Education EFA Education for All EFP Education for Peace HOD Head of Department M. Ed Master of Education Degree NGOs Non-Governmental Organisations O – Level Ordinary level OECD Organisation for Economic Co-operation and Development ORT Organisational Role Theory PED Provincial Education Director PGDE Postgraduate Diploma in Education PhD Doctor of Philosophy PLCs Professional Learning Communities PS Professional Studies SA South Africa SADC Southern African Development Community SDG Sustainable Development Goal SIG Schools Improvement Grants SPSS Statistical Package for the Social Sciences ix SWPBS School-Wide Positive Behaviour Support TP Teaching Practice UFH University of Fort Hare UK United Kingdom UNESCO United Nations Educational, Scientific and Cultural Organisation UNICEF United Nations International Children’s Education Fund UREC University of Fort Hare’s Research Ethics Committee USA United States of America USAID United States AID x TABLE OF CONTENTS DECLARATION ................................................................................................................ii DECLARATION ON PLAGIARISM ................................................................................. iii DECLARATION ON RESEARCH ETHICS CLEARANCE ...............................................iv ABSTRACT ..................................................................................................................... v DEDICATION ..................................................................................................................vi ACKNOWLEDGEMENTS .............................................................................................. vii LIST OF ACRONYMS AND ABBREVIATIONS ...............................................................ix LIST OF TABLES ........................................................................................................ xxiii LIST OF FIGURES ....................................................................................................... xxv CHAPTER ONE: CONCEPTUALISATION OF THE STUDY ......................................... 1 1.1 INTRODUCTION .......................................................................................... 1 1.2 BACKGROUND TO THE STUDY ................................................................ 1 1.2.1 Characteristics of child-friendly school (CFS) environments ........................ 2 1.2.2 Conceptual Framework of the Child Friendly Schools (CFS) ....................... 4 1.2.3 Importance of teachers in curriculum initiatives ............................................ 5 1.2.4 International studies ..................................................................................... 6 1.2.5 African studies .............................................................................................. 8 1.2.6 Zimbabwean studies .................................................................................. 10 1.2.7 The current study ......................................................................................
Load more

Recommended publications
  • SUMMER 2011 ISSUE No
    20982_THE_SALOPIAN 2011:20982_THE_SALOPIAN 2011 14/7/11 2:00 Page 1 ISSUE No. 148 SUMMER 2011 20982_THE_SALOPIAN 2011:20982_THE_SALOPIAN 2011 14/7/11 2:00 Page 2 School News EDITOR E DITORIAL Richard Hudson Churchill’s Hall In his leader the Headmaster refers to about how we might do many things differently, Shrewsbury School Shrewsbury’s genius loci, and attempts to but we also returned with a renewed sense that Shrewsbury define some of the characteristics of this there is something very special about the SY3 7AT elusive deity. Conscious of the temptation to Shrewsbury atmosphere, so often picked up Tel: 01743 280630 trot out bland platitudes about ‘individuality’ by those who beat the path to its doors. It is [email protected] and ‘excellence’ when visiting parents ask why goodtoreadthatthisgenius, who talks the they should choose a school in the Welsh whole time to sentimental Old Salopians such ASSISTANT EDITOR border country three hours from London rather as me who work in these Arcadian surrounds, Annabel Warburg than one closer to their homes with what they hasalsotalkedtosomanyofourcurrentand might consider to be a more metropolitan feel, former parents, and indeed to the boys and OBITUARIES EDITOR housemasters in particular, but all members of girls themselves. Richard Raven staff in practice, have constantly to ask Part of the modern genius must stem from themselves this question. the blurring of traditional cultural boundaries Old salopian club Recently a group of housemasters, myself between sport, academia, music and the arts: Alex Baxter (Director) amongst their number, visited a couple of more so very different from the Shrewsbury of my Miriam Walton (Administrator) southern competitor Schools, kindly welcomed youth.
    [Show full text]
  • LEADERSHIP Term 3, 2019
    STUDENT LEADERSHIP Term 3, 2019 APPROACHING STUDENT LEADERSHIP IN A VERY SMALL SCHOOL Pages 4-5 Page 8-9 STUDENT LEADERSHIP IN ACTION w INSIDE THIS ISSUE OF THE NEWSLETTER Latest From Our $10,000 Fundraised Approaching Student Social Media for Overseas Leadership in a Very Page 2 Schools Small School Page 3 Pages 4-5 Approaching Student Student Leadership Leadership in a Very in Action Large School Pages 8-9 Pages 6-7 THE LATEST FROM STUDENT LEADERSHIP $10,000 FUNDRAISED FOR NEWS ON SOCIAL MEDIA OVERSEAS SCHOOLS WWW.STUDENTLEADERSHIP.NEWS FOLLOW STUDENT LEADERSHIP NEWS @studentleadershipnews FOR GREAT IDEAS AND SUCCESS STORIES: @studentleadershipnews WWW.STUDENTLEADERSHIP.NEWS @studentleadnews A PARTNERSHIP $10,000 FUNDRAISED FOR BETWEEN THE COTTON ON FOUNDATION AND THE NATIONAL YOUNG OVERSEAS SCHOOLS LEADERS DAY Student leaders from around Australia recently fundraised $10,000 towards communities in Uganda and South Africa. At the 2019 National Young Leaders Day events across Australia, the Cotton On Foundation shared their story behind the work they do in ‘empowering youth through education’. At the events, many students chose to buy a bracelet, water bottle, or tote bag, with 100% of the $10,000 going toward the Cotton On Foundation projects. The Cotton On Foundation also offers ‘Empower Sessions’, a program focused on equipping Australian students to create their own projects for making a global impact. A special episode of the Student Leadership News Podcast was recently recorded featuring Sean Purcell from the Cotton on Foundation. This episode focused on the many effective strategies that the foundation uses to make a significant impact, many of which can be duplicated by student leaders in their own setting.
    [Show full text]
  • 1959 Oct GIRLS
    THE MAGAZINE OF THE FORT STREET GIRLS’ HIGH SCHOOL V olume V., No. 17 O ctober, 1959 The Magazine of the Jort Strfft ®trls’ High Sdinol OCTOBER, 1959. FABER EST SUAE QUISQUE FORTUNAE. T H E S T A F F . Principal : Miss L. WHITEOAK, B.Sc. Deputy Principal : Miss F. FINCH, B.A. Department of English : Miss J. LEMM. M.A. (Mistress). Miss L. GILMOUR, B.A. Mrs. G. AHRENS, B.A. (N.Z.) Mrs. K. GOSCOMBE, B.A. Miss J. BAKER, B.A. Miss K. O’SHANASSY, B.A. Mrs. D. BURGESS, B.A. Miss H. PALMER, B.A., B.Ed. (Melb.) Miss F. FINCH, B.A. Miss G. J. PETERSON, B.A. Department of Modern Languages : Mrs. M. PATTERSON, B.A. (Mistress). Miss M. O’BRIEN, B.A., (W.A.) Miss C. BLAKE, B.A. Miss H. PALMER, B.A. Mrs. H. CONLON, B.A. (London). Mrs. J. ZUILL, B.A. Department of Classics : Mrs. M. LLEWELLYN, B.A. Mrs. J. ZUILL, B.A. Department of Mathematics : Miss R. MIDDLEHURST, B.Sc., Mrs. V. KING, B.A. (on leave). Mrs. E. LAWSON, M.A. Miss E. BURTON, B.A. Miss N. LEAVERS, B.Sc. Miss E. GREEN, B.A. Mrs. F. MORRIS-YATES, B.Sc. Department of Science and Geography : Mrs. B. MURPHY, B.Sc. (Mistress). Miss L. GILMOUR, B.A. Miss J. BIRCH (South Australia). Mrs. D. OAKLEY, B.Sc. Mrs. O. .CLEARY. B.Sc. Miss P. SOUTHWELL, B.Sc. Mrs. M. FAULL, B.Sc. Art: Mrs. R. AUSTEN, A.T.D. Needlework : Mrs. S. PLOWMAN.
    [Show full text]
  • Jayshree Periwal International School Jaipur, Rajasthan
    2 FORBES INDIA MARQUEE A SPECIAL MARKETING PRESENTATION IN ASSOCIATION WITH SKILLTREE KNOWLEDGE CONSORTIUM AND GREAT PLACE TO STUDY RESEARCH INSTITUTE FEBRUARY 2018 Expert Speak Our panel of experts from the education sector share their opinions. ARVINA PURKARYASTHA SKAND BALI CEO, BROADCAST 1 PRINCIPAL, CO-FOUNDER, SKILLTREE THE HYDERABAD PUBLIC KNOWLEDGE CONSORTIUM SCHOOL, BEGUMPET Cover Image Photograph - Sanjay Ghodawat International School CEO-Forbes India & President Revenue, Network 18: Joy Chakraborthy The Great Indian Schools 2018 Marketing : The Great Indian Schools 2018 is a special initiative by Priyanka Tiku Great Place to Study Research Institute to showcase the country's Neha Chimbulkar K12 education community. Subhadra Bose Juhi Batra Jitendar Gujar Advertising Sales : Preeti Sahni Girish Sharma Mitu Midha Anil Bhatia Atishay Singh Divya Bhati Distribution: Kaushal Pillai Advertising Operation: Chaitali Karia Smita Suvarna Krishna Gupta Prashant Rane All Rights Reserved © 2009 Forbes LLC, as to material published in the edition of Forbes Asia. All Rights Reserved. Publisher: Maneck Davar Issue Editor: Viraj Sawant & Zahra Motorwala Designer: Parvez Shaikh, Puja Rane, Namrata Shelar DISCLAIMER The views and opinions expressed in this magazine are of SkillTree Knowledge Consortium and of the respective profiles featured in the magazine. SkillTree Knowledge Consortium takes full responsibility of the content in this issue and places it at the sole discretion of SkillTree Knowledge Consortium. SkillTree Knowledge Consortium
    [Show full text]
  • The Lion 2016-2017
    The Lion 2016-2017 SCHOOL pages 1-35 ARTS pages 36-60 TRIPS pages 61-83 SPORT pages 84-132 THE OLD HAMPTONIANS’ EDITORS CHRONICLE Siân Smith & Mike Baker pages 133-172 DESIGN AND DTP Jiri Musil FRONT COVER Team photos and some action sports photos Joel Baker can be ordered from kickphoto.com Drama photos: Big Image Photography The Editors wish to thank: Denis Fuller, Rugby action photos: EpicActionImagery Frank Keenan, Sarah Dearden and Inside back cover photo: Alick Cotterill / Alick Ltd Lewis Owens It is a great pleasure to have this opportunity to introduce another Alongside these impressive sporting, musical and theatrical vibrant and captivating issue of The Lion. Mike Baker and Siân endeavours, hundreds of boys have continued to show wholehearted Smith have achieved a Herculean editorial feat in encapsulating commitment to the Duke of Edinburgh’s Award scheme, the CCF, within these pages all that occurred during a rich and varied School Adventure Society expeditions, entrepreneurship courses, our year. community service programme and Form Charity fundraising. We remain firmly of the belief that our boys’ academic success is the Hamptonians enjoyed prodigious academic and all-round success product of well rounded, happy School lives and plenty of time during 2016-17, and a vintage year began with welcome news of spent on their chosen co-curricular pursuits. excellent public examination grades achieved at A Level, Pre-U and GCSE. Over 90% of our 2016 leavers secured places at Russell It is self-evident that Hamptonians are extremely talented and Group or equivalent universities to read for a pleasingly wide range we encourage them to be personally ambitious.
    [Show full text]
  • Schools' Constitutional Conventions Program
    SCHOOLS’ CONSTITUTIONAL CONVENTIONS PROGRAM The Schools’ Constitutional Conventions Program is an initiative of the Constitutional Centenary Foundation. It is designed to raise public awareness about the Australian Constitution in the years leading up to the Centenary of Federation in 2001. Programs at the state level are aimed mainly at year 11 students, although some schools encourage students in earlier years, particularly year 10, to attend. Students are addressed by guest speakers, often a Member of Parliament or other expert on constitutional matters, who raise issues for the students to consider. Students can ask questions from the floor, before moving off into small discussion groups. Participants in the Regional Conventions are then eligible to apply to attend the State Constitutional Convention. The Fifth State Constitutional Convention was held at the Parliament of Victoria on Monday 11 October 1999. 140 students from Victorian schools were selected to attend the convention where they had the opportunity to discuss a current issue and conduct a mock referendum on this issue. The main proceedings took place in the Legislative Assembly Chamber in Parliament House. Students who participated in this State Convention had the opportunity to apply to attend the National Convention in Canberra in 2000. STATE PLANNING TEAM: Dr John Andrews, Department of Education Kate Dishon, Catholic Education Office Karen Dowling, Parliament of Victoria Eril Jolly, Association of Independent Schools of Victoria Josephine Lang, Department of Education VICTORIAN SCHOOLS CONSTITUTIONAL CONVENTION Legislative Assembly Chamber Parliament House Melbourne 11 October 1999 SESSION 1 Welcome and introduction The CHAIRMAN (Hon. A. R. Brideson) — I ask everybody to stand.
    [Show full text]