UNESWA Journal of Education (UJOE)

ASSESSING EMPLOYEE WELLNESS FOR QUALITY DELIVERY IN INSTITUTIONS OF HIGHER EDUCATION IN ONE DEVELOPING COUNTRY

2024-09-23T12:43:46+02:00

Employee wellness is a crucial determinant for ensuring quality delivery within institutions of higher education in developing country contexts. With a growing emphasis on holistic well-being in educational settings, understanding and addressing the wellness of faculty and staff members becomes paramount for sustaining institutional effectiveness. Therefore, I conducted this study to determine the impact of employee wellness on quality delivery in higher education institutions in a developing country. Thirty participants were purposively chosen from three institutions of higher learning. The selection comprised heads of departments, deans and directors, lecturers, and nonacademic staff members. The data was gathered through in-depth interviews, observations, and focus group discussions. The research investigated the multifaceted dimensions of employee wellness, encompassing physical health, psychological well-being, social support networks, and work-life balance. Drawing upon two relevant theoretical frameworks and empirical evidence, the study explores the factors influencing employee wellness within the unique context of higher education institutions in the target developing country. The study explored employee wellness in various aspects of institutional performance, including teaching quality, research output, administrative efficiency, and the overall organizational climate. By illuminating the interconnections between employee wellness and institutional effectiveness, this research aims to provide insights for policymakers, administrators, and practitioners to develop evidence-based strategies and interventions that promote a culture of wellness, thereby enhancing the quality of education delivery and fostering a conducive working environment within higher education institutions in developing countries. Based on the findings, the study recommends prioritising and integrating comprehensive employee wellness programs into institutional policies and practices to support the holistic well-being of faculty and staff members in higher education institutions in developing countries.

KEYWORDS: Employee wellness; Higher education institutions; Quality delivery; Developing country; Institutional Effectiveness

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CORRESPONDING AUTHOR: Racheal Mafumbate. University of Eswatini. Email: rmafumbate@uniswa.sz

QUALITY ASSURANCE STRATEGIES AND UNIVERSAL BASIC EDUCATION INSTRUCTIONAL GOALS ATTAINMENT IN JUNIOR SECONDARY SCHOOLS IN SOUTH-WEST, NIGERIA.

2024-09-23T15:44:23+02:00

The concern for poor quality of teaching-learning process and dwindling academic fortunes of learners in basic schools across the country necessitated this study. Two research questions were answered while one hypothesis was tested. The Descriptive research design of ex-post facto type was used. The population comprised six State Universal Basic Education Board (SUBEB) Quality Assurance Directors, 2,140 principals, 42,964 teachers and 1, 810, and 303 learners in junior secondary schools in South-West, Nigeria. Ogun, Oyo and Ekiti States were randomly selected out of the six States in the zone. One hundred and sixty one (161) public junior secondary schools were randomly selected out of 1,070. A total of 644 subject teachers were purposively selected while 3,220 learners were randomly selected. Three instruments tagged “IQASQ”, “EQASQ” and “IGAT” were used for data collection. The analysis of data collected revealed that the level of attainment of the Universal Basic Education (UBE) instructional goals on each of literacy and civic skills was moderate, while recording low level of attainment for numeracy and manipulative skills. Also, Internal Quality Assurance Strategies (IQAS) revealed that monitoring, inspection, and supervision were deployed weekly, while evaluation was deployed fortnightly. For the External Quality Assurance Strategies (EQAS), the findings revealed that monitoring was termly deployed, while inspection, supervision and evaluation were deployed annually. This study concluded that quality assurance is significantly related to UBE instructional goals’ attainment. It was recommended that government should motivate junior secondary schools in attaining high UBE instructional goals through conditional grant incentives among other recommendations.

KEYWORDS: Evaluation, inspection, instructional goals attainment, monitoring, quality assurance strategies.

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Corresponding Author: Olusegun Samuel Olaniyi, Department of Educational Management, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria.

E-mail: olaniyios@tasued.edu.ng Tel: +2348052472953

INSTRUCTIONAL LEADERSHIP IN SUB-SAHARAN AFRICA: A COMPARATIVE STUDY OF POLICIES AND PRACTICES IN SIX COUNTRIES

2024-09-23T12:27:23+02:00

This paper presents a comprehensive comparative study of instructional leadership policies and practices across six Sub-Saharan African countries: Ghana, Benin Republic, Uganda, Kenya, South Africa, and Eswatini. Recognizing the pivotal role of instructional leadership in enhancing the quality of education, as emphasized by the Sustainable Development Goals, this study broadens the geographical scope beyond existing research. Drawing from a synthesis of primary, secondary, and tertiary literature, the paper explores commonalities and diversities in instructional leadership across the selected countries. Six key themes are addressed: conceptual understanding of instructional leadership, policy frameworks, roles and structures, balance between instructional and administrative activities, delegation and distributed leadership, and resource allocation for instructional leadership. The insights gleaned from this review are expected to inform practical strategies for optimizing instructional leadership at the school level, thereby contributing to improved student learning outcomes and overall school effectiveness.

KEYWORDS: Instructional Leadership, Education Policies, Leadership Practices, Sub-Saharan

Africa, Comparative Study, School Effectiveness, Student Learning Outcomes.

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CORRESPONDING AUTHOR: Ademola Ibunkunolu Atanda. Department of Educational Management, University of Ibadan, Ibadan, Nigeria. Email: ademolaui@gmail.com

UNDERSTANDING AND ADDRESSING DRUG AND SUBSTANCE ABUSE AMONG YOUTH IN ZIMBABWE: A COMPREHENSIVE REVIEW (2016-2024)

2024-09-23T12:51:19+02:00

The number of university-aged youth (18-34 years) abusing drugs and substances is continuously increasing, suggesting that current intervention strategies are failing. Research indicates that knowledge and awareness of risks of abusing drugs and substances can lead to behavioural change, but this is not reflected in the ongoing drug abuse crisis. Over 65% of youth with mental health issues are affected by substance abuse, predominantly within tertiary institutions and secondary schools. Despite this, few studies have critically examined Zimbabwean literature on drug and substance abuse to identify gaps and factors hindering reduction efforts. This study analysed Zimbabwean literature from 2016 to 2024 identify gaps and propose effective strategies. The study established that Zimbabwe lacks well-resourced institutions to manage substance abuse disorders, and drug abuse is highly criminalized and stigmatized, stifling open dialogue between users and distributors. Literature reveals that drug use and sales offer a temporary escape from poverty and unemployment for young people. However, those recovering from addiction often relapse when they return to unsupportive environments. To combat this issue, the study recommends involving all relevant parties in intervention efforts, establishing well-resourced mental health facilities, improving the economy, and creating robust support systems for those affected by drug and substance abuse.

Keywords: Rehabilitation, drugs, substances, abuse, intervention, drug trafficking, relapsing. ________________________

CORRESPONDING AUTHOR: Nomvuyo Nkomo. University of Eswatini, email: nnkomo@uniswa.ac.sz

PRINCIPALS’ LEADERSHIP SKILLS AND TEACHERS’ PROFESSIONAL ATTITUDES AS CORRELATES OF SECONDARY SCHOOL EFFECTIVENESS IN OGUN-EAST SENATORIAL DISTRICT, NIGERIA

2024-09-23T15:53:00+02:00

The problem of schools in recent times has been the inability to achieve goals in the face of the existing leadership skills, professional attitudes of the staff and some other crucial factors. This was why this study adopted correlational research design to examine the correlation between

independent variables and dependent variable in the study. The population of the study comprised 2,430 public senior secondary school teachers in Ogun-East Senatorial District, Nigeria. A sample of 500 teachers was randomly selected. “Principals’ Leadership Skills Assessment Scale”, “Teacher Professional Attitude Questionnaire”, and “School Effectiveness Questionnaire” were the instruments used for the data collection. Three research questions were answered, and four null hypotheses tested. The findings revealed that decision making skill (Mean = 3.04), organizational skill (Mean = 2.97), and interpersonal skill (Mean = 2.90) were most prevalent among principals of public senior secondary schools in Ogun East Senatorial District. Also, the teachers in the schools showed positive attitudes towards teaching profession (Mean = 2.87); while the schools under consideration were effective (Mean = 2.62). Furthermore, both principals’ leadership skills and teacher attitudes jointly contributed to school effectiveness (F2, 497= 622.743; p < .05). It was concluded that both independent variables for this study were needed for school effectiveness. The study recommended that teachers should put up ideal professional attitudes, while the principals should possess the required leadership skills that could enhance school effectiveness.

KEYWORDS: Principals, leadership, professional, attitude, effectiveness.

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*CORRESPONDING AUTHOR: Olusegun Samuel Olaniyi, PhD. Tai Solarin University of

Education, Ijagun, NigeriaE-mail: olaniyios@tasued.edu.ng Tel.: +2348052472953

THE TRANSFORMATION OF DIGITAL TECHNOLOGY FOR ENHANCING INTERACTIVITY AND COMMUNICATION IN TEACHER EDUCATION IN SELECTED SOUTHERN AFRICAN HIGHER EDUCATION INSTITUTIONS

2024-09-23T12:32:57+02:00

The advancement of technology has significantly transformed the landscape of education, including teacher education in higher education institutions. This study explores how digital technology has transformed to enhance interactivity and communication in teacher education. A qualitative research methodology was conducted in two higher education institutions that were purposely chosen and offered teacher education, one in South Africa and the other in the Kingdom of Eswatini. Twenty-eight participants in both higher education institutions comprising Heads of Departments (HODs) and lecturers took part in the study. The data was gathered through online questionnaires, internet interviews, and focus group discussions. The findings of the study reveal that there was a transformation from overhead projectors and chalkboards to electronic projectors and whiteboards in lesson delivery. There has been a transformation from the use of traditional face-to-face interactions during lectures, seminars, and office hours, as well as written communication through postal mail, memos, and official letters to Learning Management Systems (LMSs), such as Moodle platform. The study concludes that the transformation of digital technology in teacher education is hindered by inadequate updates to existing digital resources and limited digital skills among educators, impeding the full utilisation of these tools. Unequal access to reliable technology exacerbates the digital divide and creates barriers to the effective transformation of digital technology. The study recommends prioritisation of updating and upgrading digital resources, providing comprehensive training and support to trainee teachers, and increasing funding for transforming digital education, bridging the digital divide to technology, by ensuring equal access to technology and promoting collaboration among educators for sharing the best practices in transforming digital technology in teacher education.

KEYWORDS: Technology, teacher education, interactivity, communication, digital transformation.

______________________ CORRESPONDING AUTHOR: Sithulisile Bhebhe. University of Eswatini. Email: sbhebhe@uniswa.sz

SCHOOL LEADERS’ ROLE IN PROMOTING ORGANISATIONAL IDENTITY FOR SUCCESSFUL CHANGE AMONG SECONDARY SCHOOLS IN THE MANZINI REGION, ESWATINI

2024-09-23T15:25:25+02:00

The study investigated how school leaders promote organisational identity for the successful implementation of change initiatives in secondary schools in the Manzini region, Eswatini. Organisational identity is the shared perspective on an organisation’s purpose, values, and culture. The study was anchored on social identity theory. The mixed methods approach was adopted using the concurrent triangulation design. Data were collected through interviews and questionnaires. The study revealed that most school leaders often fail to promote organisational identity during change in the schools. This was evident in that some of the schools do not have well-defined cultures. School leaders lack the ability to drive the vision for change and the mission as their schools as organisations go through change. Most schools fail to promote organisational values, purpose and goals for successful change. Based on the findings of the study, it is recommended that school leaders need to familiarise themselves with the concept of organisational identity and then promote it in the school to create a balance between what their schools stand for and how they deal with their constantly changing environments. Teachers are to be included in the crafting of the vision and mission with the support of the Ministry of Education and Training (MoET) through professional development workshops on change management for school leaders.

KEYWORDS: Organisational identity, School leaders, culture, Organisational School goals, Vision and Mission.

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CORRESPONDING AUTHOR: Thulile Simelane. University of Eswatini. Email: thulisimelane11@gmail.com

PEER-ASSISTED LEARNING STRATEGY: A PANACEA FOR BETTER ACADEMIC PERFORMANCE OF BUSINESS EDUCATION STUDENTS IN SHORTHAND IN COLLEGES OF EDUCATION

2024-09-23T15:58:01+02:00

This study examined peer-assisted learning strategy as a panacea for better academic performance of business education students in shorthand. Four research questions were raised; and four hypotheses formulated and tested at 0.05 level of significance. Quasi-experimental research design was adopted for the study. The experiment was carried out on two intact classes of two hundred and ninety (290) and seventy-four (74) students of 200 Level Business Education in two public-owned colleges of education in Ogun State, Nigeria, who were respectively assigned to experimental and control groups purposively for the study. The peer tutors taught the experimental class while the regular Shorthand teacher taught the control group with the conventional method. The instrument of data collection was Shorthand Practical Performance Test (SPPT). Test-retest method of reliability was employed to determine the stability over time for the instrument, which Pearson Product Moment Correlation (PPMC) result yielded 0.85 coefficient. The data collected were analysed using mean and standard deviation to answer the research questions. Null hypotheses were tested using analyses of covariance for both pre-test and post-test scores at 0.05 level of significance. The study revealed that there was a significant effect of treatment (PeerAssisted Learning Strategy – PALS) on students’ academic performance in Shorthand. The study concluded, based on its findings, that PALS enhances the level of academic achievement in Shorthand than the conventional method of instruction, and therefore, recommended among others that PALS should be considered for use by Business Educations lecturers in the teaching and learning of Shorthand.

KEYWORDS: Academic Performance, Business Education, Colleges of Education, Peer-Assisted Learning Strategy, Shorthand.

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CORRESPONDING AUTHOR: Soyebi, Gabriel Adewale. Tai Solarin University of Education, Ogun State,Nigeria. Email:soyebiga@tasued.edu.ng

Preliminary pages

2024-09-23T11:51:59+02:00