Browsing Educational Foundations by Author "Moswela, B."
Now showing items 1-7 of 7
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Moswela, B. (JEAPS, http://www.academicjournals.org/ijeaps, April 20, 2010)[more][less]
Abstract: This paper sought to unpack the extent of students’ democratic involvement in the teaching and learning processes. Data that were analyzed were obtained from 253 teachers and 194 students from 15 secondary schools in Botswana using a closed questionnaire consisting of 31 question items. Although the sample may not be representative of all the schools in the country (only 15 out of 233 schools were studied), the study concluded that the teaching and learning activities are largely pursued in democratic environments where teachers consult students on important classroom decisions. These efforts are, however, constrained by the disturbing levels of bullying in the classroom reported by the students. The democratic practices encouraged by the teachers, the study concluded, are consistent with what obtains at the national macro level. URI: http://hdl.handle.net/10311/1036 Files in this item: 1
Moswela_JEAPS_2010.pdf (92.21Kb) -
Moswela, B. (EMAL, http://ema.sagepub.com, January NaN, 2010)[more][less]
Abstract: This study was conducted to determine how instructional supervision was carried out in schools. The study begins with a brief outline of the decentralization of the inspection system in Botswana. It proceeds to present a brief global historical background of instructional supervision before findings on instructional supervision are discussed. Evidence from the findings, which were obtained from teachers and head teachers through a structured questionnaire and interview, suggests that the environment in which instructional supervision takes place in schools is rather hostile and intimidating to teachers to make any meaningful impression on the improvement of teaching standards. Instructional supervisors’ effectiveness is constrained by the much expanded secondary education system that has seen a massive increase in schools and teachers in a relatively short time. The study concludes with the recommendation that, for instructional supervision to fully benefit schools, it needs restructuring so that the teachers and the head teachers play a more meaningful and effective role. URI: http://hdl.handle.net/10311/1076 Files in this item: 1
Moswela_EMAL_2010.pdf (1.527Mb) -
Moswela, B. (North West University; http://www.puk.ac.za/opencms/export/PUK/html/fakulteite/opvoed/educ/Reviewed_artikels.html, November 29, 2007)[more][less]
Abstract: This paper reports the findings of a research study conducted among 64 undergraduate inservice teachers at primary schools in Botswana. It uses the qualitative research method to examine and discuss the different leadership approaches used by principals of primary schools. The study concludes that the majority of the principals adequately involve teachers in the decision-making processes of schools. The analysis of the data shows that by and large, qualification is not a significant issue that affects the management style practiced by primary school principals. Rather, the democratic practices that prevail in schools are mainly the result of the existing school improvement initiatives introduced in schools in the 1990s. URI: http://hdl.handle.net/10311/210 Files in this item: 2
license.txt (1.998Kb)Moswela_eDUC_2007.pdf (208.1Kb) -
Moswela, B. (IJLE, http://www.tandfonline.com/loi/tled20, January NaN, 2008)[more][less]
Abstract: The nature of teaching exposes teachers to civil liabilities. In the process of teaching teachers need to discipline students who display bad behaviour. In disciplining the students, teachers use a variety of punishments including corporal punishment. Without knowledge of the legal implications of their actions, inadvertently they may find themselves on the wrong side of the law. This paper makes the argument that knowledge of educational law by teachers has now become imperative given the litigiousness of the parents and their children. Over and above the paper’s exhortation for the introduction of educational law to teacher training institutions, it also argues for the provision of in-service courses in educational law to serving teachers as a lifelong or continuous learning endeavour. This is made following the results of a survey that revealed miniscule or no knowledge of educational law among teachers. The data for the investigation were gathered using a questionnaire survey on teachers and school administrators. URI: http://hdl.handle.net/10311/1077 Files in this item: 1
Moswela_IJLE_2008.pdf (2.944Mb) -
Moswela, B. (Kamla Raj; http://www.krepublishers.com/, NaN, 2005)[more][less]
Abstract: This study made an investigation of the nature of peer victimization and its causes and effects on its victims. The investigation was carried out in six primary and twelve secondary schools in Botswana using questionnaires and interviews on a randomly selected group of teachers and students. The study concluded that peer victimization is very prevalent in schools and that boys are the worst perpetrators and they do it more on girls than on other boys. URI: http://hdl.handle.net/10311/211 Files in this item: 1
Moswela_JSS_2005.pdf (1.000Mb) -
Moswela, B. (Librarians of Institutes & Schools in Education (LISE); http://www2.worc.ac.uk/lise/, NaN, 2005)[more][less]
Abstract: This paper investigated the extent to which secondary school students make use of school libraries. It pursued this objective by first looking at the history of libraries; the concept of a library and the important role libraries play in society; how libraries world-wide have been lately under-funded and the effects thereof. The theoretical aspect of the paper was located in the school effectiveness literature. The empirical investigation was done using questionnaires administered to fourteen randomly selected high school classes of about 38 students each, the teacher librarian, and the school library. The paper concluded that although students satisfactorily use libraries, this is constrained by poorly funded and poorly stocked libraries. URI: http://hdl.handle.net/10311/208 Files in this item: 2
license.txt (1.998Kb)Moswela_ELJ_2005.pdf (2.568Mb) -
Moswela, B. (Routledge, Taylor & Francis Group; http://www.tandf.co.uk/journals/TF/02601370.html, November NaN, 2006)[more][less]
Abstract: This article focused on the training needs of serving teachers for the enhancement of school performances. It sought to achieve this by involving a selected group of teachers and head teachers in the completion of a questionnaire. The questionnaire was reinforced by interviews conducted on a few teachers and head teachers. The study concluded that for teacher development programmes to achieve their intended goal of improving the teaching and learning processes, they should of necessity be based on the actual problems teachers encounter in the classroom. Not only should in-service programmes target teachers, but head teachers also need training on an ongoing basis to strengthen their managerial skills. URI: http://hdl.handle.net/10311/207 Files in this item: 2
license.txt (1.998Kb)Moswela_IJLE_2006.pdf (1.865Mb)
Now showing items 1-7 of 7