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Examining Teachers' Role in the Promotion of Child-Friendly

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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 In those instances in which I have made use of either the published or unpublished works of other scholars, I have acknowledged the sources, both in the text and in the list of references appended to this thesis.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 ......................................................................................
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