Papers by Victor Mgomezulu
This is a mixed methods study examining the extent to which hardship that primary school voluntee... more This is a mixed methods study examining the extent to which hardship that primary school volunteer teachers experienced deterred them from joining the teaching profession on permanent basis. The study involved a cohort of 107 volunteer teachers who had assembled for training. A questionnaire and interviews were used to collect data. Prospect Theory guided the study. The paper draws upon the concepts of dignity for and hardship in the teaching profession. The findings reveal that although the majority of the volunteer teachers experienced numerous challenges and hardship, they still enjoyed teaching and they were not deterred from joining the teaching profession on a permanent basis. The hypothesis that there is no correlation between the hardship volunteer teachers experienced and their decision to join the teaching profession was accepted.
The study examined the extent to which hardship experienced by primary school volunteer teachers ... more The study examined the extent to which hardship experienced by primary school volunteer teachers deterred them from joining the teaching profession. The study involved a cohort of 107 volunteer teachers who had assembled in Mzuzu for a six week teacher training programme. A questionnaire was used to collect data that was later analysed manually and presented in a tabular form. Prospect Theory guided the study in understanding the extent to which the volunteer teachers’ experiences of hardship in the teaching profession influenced their decision to join the profession. The findings revealed that in spite of the majority of the volunteer teachers experiencing hardship, they enjoyed teaching and were not deterred from joining the teaching profession.   Two possible explanations for such risk-seeking behaviour were that they either saw something greater of personal value to them or they truly saw the teaching profession as a vocation.
This article discusses the research findings that suggest that the extent of learner participatio... more This article discusses the research findings that suggest that the extent of learner participation should be partial in senior secondary school management in Botswana. This extent of learner participation enables learners to be involved in school management aspects in which they can meaningfully participate, whilst allowing the school management to take decisions in aspects in which the learners cannot meaningfully participate. It should also be noted that there are two types of partial participation which the learners could use. One type is where the majority of the learners may feel they need to personally participate certain management aspects. The other type is where the learners feel they can participate through representation by persons who they deem capable of doing so. Meaningful learner participation in some aspects of school management is expected to improve discipline.
African Educational Research Journal
The study attempted to examine the extent to which a rural allowance makes primary school teacher... more The study attempted to examine the extent to which a rural allowance makes primary school teachers remain in rural schools and attract them from urban to the rural schools of Salima District. A Likert Scale questionnaire was used to collect data from 333 participants, comprising 250 teachers from rural schools and 83 teachers from urban schools. The researcher used Statistical Package for the Social Sciences to analyse the data. The study found that the current amount of rural allowance was inadequate incentive to attract teachers already serving in rural schools to remain there and also attract teachers presently in urban schools to go to rural schools. To attract teachers from urban to rural schools and to make those in rural schools to remain there, the study recommended that different degrees of ruralness should be incentivized according to the level of hardship. Further, the education authorities should introduce additional incentives to alleviate the hardship that teachers experience in rural schools. Moreover, schools should be allowed to recruit teachers that are interested to work in rural schools.
African Journal of Teacher Education, 2013
This article focuses on the training of learner-leaders as a way of empowering them to participat... more This article focuses on the training of learner-leaders as a way of empowering them to participate in strategies of improving discipline in secondary schools in Botswana. The study investigates the extent to which the school managers train learner-leaders and examines selected management aspects that could be included in a training program. A questionnaire was used to collect data. The findings indicated that the training of the learner-leaders was inadequate in providing leadership management skills. Finally, the study recommends selected knowledge and skills aspects that may be included in training content to empower the learner-leaders.
ABSTRACT This was a grassroots assessment of the educational needs of Children in the Luwinga war... more ABSTRACT This was a grassroots assessment of the educational needs of Children in the Luwinga ward in Malawi.
AFRREV STECH: An International Journal of Science and Technology, 2014
Critical thinking skills are essential in education. Unfortunately, education policymakers and cu... more Critical thinking skills are essential in education. Unfortunately, education policymakers and curriculum developers in Malawi have
African Educational Research Journal
The study attempted to examine the extent to which a rural allowance makes primary school teacher... more The study attempted to examine the extent to which a rural allowance makes primary school teachers remain in rural schools and attract them from urban to the rural schools of Salima District. A Likert Scale questionnaire was used to collect data from 333 participants, comprising 250 teachers from rural schools and 83 teachers from urban schools. The researcher used Statistical Package for the Social Sciences to analyse the data. The study found that the current amount of rural allowance was inadequate incentive to attract teachers already serving in rural schools to remain there and also attract teachers presently in urban schools to go to rural schools. To attract teachers from urban to rural schools and to make those in rural schools to remain there, the study recommended that different degrees of ruralness should be incentivized according to the level of hardship. Further, the education authorities should introduce additional incentives to alleviate the hardship that teachers experience in rural schools. Moreover, schools should be allowed to recruit teachers that are interested to work in rural schools.
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Papers by Victor Mgomezulu