Exploring the Strategies used by the School Management Teams (SMTs) in Addressing Poor Academic Performance Post-pandemic in Rural High Schools of Mopani West District, Limpopo Province, South Africa

Exploring the Strategies used by the School Management Teams (SMTs) in Addressing Poor Academic Performance Post-pandemic in Rural High Schools of Mopani West District, Limpopo Province, South Africa

Nyiko Sibuyi , Habasisa Molise , Mapule Segooa , Mohammed Ntshangase & Michael Buthelezi

Issue: Vol.5 No.11 Issue Article 3 pp.1668 – 1683
DOI: https://doi.org/10.38159/ehass.20245113 | Published online 5th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

The purpose of this study was to explore the strategies used by the School Management Teams (SMTs) in dealing with poor academic performance in rural high schools of Mopani West District, Limpopo Province, South Africa. The study utilized a qualitative methodology, specifically employing an interpretative case study design. The study employed purposive selection, a type of non-probability sampling, to pick one principal, their heads of departments (HoDs), and learners from each of the six sampled schools in the Mopani-West area to participate in the study. Out of the sample, three schools have shown outstanding performance, while the remaining three schools exhibited underperformance. The process of data collecting involved conducting semi-structured interviews, while the acquired data were analyzed using theme analysis. The results demonstrated that the active participation of parents, local leaders, and volunteers in outreach activities conducted by SMTs offers important resources and specialized knowledge to cater to the specific requirements of students in remote regions. The results also indicated that the SMTs support programs not only enhance academic achievement but also cultivate a feeling of pride and ownership within the community, demonstrating the twin advantages of these initiatives. Through engaging in collaboration with people of the local community, educators can get a more profound comprehension of the cultural milieu and obstacles that learners encounter, enabling the implementation of educational interventions that are more customized and pertinent. These programs frequently incorporate mentorship, tutoring, and extracurricular activities to establish a comprehensive learning environment.

Keywords – School Management Teams, Strategies, Academic Performance, Pandemic, Rural South Africa

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ABOUT AUTHOR(S)

Nyiko Amos Sibuyi is a teacher in one of the schools in the Limpopo Province. He is a former honors student in the School of Education under the Department of Education Studies at the University of Limpopo.

Habasisa Vincent Molise (PhD Student) is a Lecturer at the School of Education, Department of Education Studies at the University of Limpopo, South Africa. He holds a Master’s Degree in Curriculum Studies. His research interests focus on Commerce Education.

Mapule Yvonne Segooa is a method of teaching literary (Sepedi & English) lecturer for years 1,2,3, and 4 Foundation Phase student teachers at the University of Limpopo. Mapule believes that analytical and written skills are fundamental parts of academic excellence and inspiration for critical thinking in students and beyond. Her passion as a teacher comes from a lifelong obsession with ensuring that the Foundation phase learners are equipped with skills of reading and writing meaningfully, from a young age.

Mohammed Xolile Ntshangase is a Lecturer in Philosophy and Psychology of Education at the Department of Education Studies, University of Limpopo, South Africa. His research focuses on African Philosophy, Philosophy of Education, and Psychoanalysis.

Michael Mbongiseni Buthelezi holds a PhD in Educational Psychology has worked as a Senior Lecturer at a South African TVET college for 13 years. He is currently working as a Lecturer at the Faculty of Humanities, School of Education, University of Limpopo in Limpopo Province in South Africa. His research interests include student development, sustainable learning, psychosocial support, and inclusive education. He has published two articles and presented papers both nationally and internationally.

TO CITE ARTICLE

Sibuyi, Nyiko, Habasisa Molise, Mapule Segooa, Mohammed Ntshangase & Michael Buthelezi. “The Gendered Struggle for Scarce Funding Resources among Women Flea Market Owners in Chinhoyi, Zimbabwe,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1668 – 1683. https://doi.org/10.38159/ehass.20245113