Pub Date : 2016-12-01DOI: 10.1080/0972639X.2016.11886737
Z. Nkosi
Abstract The purpose of the paper is to discuss the content that can be taught through the use of proverbs in the classroom, and, to discuss the strategies teachers use when teaching proverbs. The study used qualitative study methods. Five Grade 12 teachers who teach isiZulu in one Durban secondary school participated in the study. Interviews and classroom observations were used as data generation methods. Among the findings were that proverbs have a potential to teach different content, which includes Ubuntu (which means humanness), and vocabulary and good behaviour. Besides, it was found that different strategies can be useful to teach proverbs to secondary school learners.
{"title":"What Content Can Be Taught Using Zulu Proverbs and How? A Case of One Durban Secondary School","authors":"Z. Nkosi","doi":"10.1080/0972639X.2016.11886737","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886737","url":null,"abstract":"Abstract The purpose of the paper is to discuss the content that can be taught through the use of proverbs in the classroom, and, to discuss the strategies teachers use when teaching proverbs. The study used qualitative study methods. Five Grade 12 teachers who teach isiZulu in one Durban secondary school participated in the study. Interviews and classroom observations were used as data generation methods. Among the findings were that proverbs have a potential to teach different content, which includes Ubuntu (which means humanness), and vocabulary and good behaviour. Besides, it was found that different strategies can be useful to teach proverbs to secondary school learners.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133796437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886729
Lekau Eleazar Mphasha
Abstract This paper serves as a fundamental study of taboos as a form of interdictions among the African people. Taboos form part of social control structures by which internal order is maintained in agreement with the principles of traditional competence and individual societal rights and limitations. It has been observed that, in the approach to these prohibitions, the principle of constancy and personality can be welded together to enable people to describe individual or communal existence. In general, the concept constancy in human beings is used to indicate the uninterrupted feature of personal existence. This paper serves as a safety measure in connection with traditional laws, that is, the protection of the public in general and the prevention of anti-social behaviour in particular. Basically, taboos form a pattern of mutual harmonious co-existence whereby some expectations of every human being are set.
{"title":"Taboos as Supernatural Interdictions in Folklore: The Constructors of Social Reality","authors":"Lekau Eleazar Mphasha","doi":"10.1080/0972639X.2016.11886729","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886729","url":null,"abstract":"Abstract This paper serves as a fundamental study of taboos as a form of interdictions among the African people. Taboos form part of social control structures by which internal order is maintained in agreement with the principles of traditional competence and individual societal rights and limitations. It has been observed that, in the approach to these prohibitions, the principle of constancy and personality can be welded together to enable people to describe individual or communal existence. In general, the concept constancy in human beings is used to indicate the uninterrupted feature of personal existence. This paper serves as a safety measure in connection with traditional laws, that is, the protection of the public in general and the prevention of anti-social behaviour in particular. Basically, taboos form a pattern of mutual harmonious co-existence whereby some expectations of every human being are set.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115338632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886732
M. Duma, A. B. Buthelezi
Abstract The aim of this paper is to report on staff development practices at various rural secondary schools in South Africa. Apart from a literature review on staff development in schools, the paper reports on a study in which empirical investigation based on quantitative research paradigm was used to collect data from principals of rural secondary schools in uThungulu district. The literature findings revealed that staff development is a critical component of school practice in many schools in South Africa. The study is concluded by the submission that it is essential for principals to be trained in the provision of staff development programs, and failure can have a negative effect on new curriculum initiatives in the country.
{"title":"Staff Development in Rural Schools in South Africa: Experiences of Principals in Uthungulu District","authors":"M. Duma, A. B. Buthelezi","doi":"10.1080/0972639X.2016.11886732","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886732","url":null,"abstract":"Abstract The aim of this paper is to report on staff development practices at various rural secondary schools in South Africa. Apart from a literature review on staff development in schools, the paper reports on a study in which empirical investigation based on quantitative research paradigm was used to collect data from principals of rural secondary schools in uThungulu district. The literature findings revealed that staff development is a critical component of school practice in many schools in South Africa. The study is concluded by the submission that it is essential for principals to be trained in the provision of staff development programs, and failure can have a negative effect on new curriculum initiatives in the country.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129283396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886727
Ashish Alex, K. Vidyasagaran, A. Prema, A.V. Santhosh Kumar
Abstract The livelihood opportunities among the tribes of western Attappady namely, Irula, Muduga and Kurumba were analyzed to develop an understanding about their socio-economic status. A pre-tested questionnaire survey and semi-structured interviews were conducted in 150 randomly selected households from nine settlements. The Irula community who settled in the lower valley had frequent interactions with the settlers (outsiders) having the highest literacy rate (73%) followed by Kurumba (67%) and Muduga (56%). Daily wages work was the major occupation and source of income for the Irula and Muduga communities, whereas Kurumbas who settled in the interior forest depended on Non-timber forest products. All the tribal communities incurred maximum expenditure for the purchase of the food commodities. The better education opportunities provided to the younger generation could open up new occupational opportunities and economic status for the indigenous people.
{"title":"Analyzing the Livelihood Opportunities among the Tribes of the Western Ghats in Kerala","authors":"Ashish Alex, K. Vidyasagaran, A. Prema, A.V. Santhosh Kumar","doi":"10.1080/0972639X.2016.11886727","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886727","url":null,"abstract":"Abstract The livelihood opportunities among the tribes of western Attappady namely, Irula, Muduga and Kurumba were analyzed to develop an understanding about their socio-economic status. A pre-tested questionnaire survey and semi-structured interviews were conducted in 150 randomly selected households from nine settlements. The Irula community who settled in the lower valley had frequent interactions with the settlers (outsiders) having the highest literacy rate (73%) followed by Kurumba (67%) and Muduga (56%). Daily wages work was the major occupation and source of income for the Irula and Muduga communities, whereas Kurumbas who settled in the interior forest depended on Non-timber forest products. All the tribal communities incurred maximum expenditure for the purchase of the food commodities. The better education opportunities provided to the younger generation could open up new occupational opportunities and economic status for the indigenous people.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129406821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886728
M. A. Mufutau, C. Okeke
Abstract A descriptive survey design enabled the use of a structured questionnaire instrument on 164 randomly selected men to obtain the factors affecting their participation in their children’s early education. Spearman’s correlation coefficient was used for data analysis. Results show that demographic variables do not prevent men from participating in the early education of the children. Mothers constitute barriers to how men want to get involved in the child’s education. It also shows that the less educated men are more likely not to know how to help their children at home. No statistically significant relationship exists between the men’s occupations and their views on the factors that affect their participation. Occupation is not a determinant factor that can prevent men from taking part in children’s education. It is recommended that fathers be encouraged to develop positive attitudes towards the education of their children. More recommendations have been made.
{"title":"Factors Affecting Rural Men’s Participation in Children’s Preschool in One Rural Education District in the Eastern Cape Province","authors":"M. A. Mufutau, C. Okeke","doi":"10.1080/0972639X.2016.11886728","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886728","url":null,"abstract":"Abstract A descriptive survey design enabled the use of a structured questionnaire instrument on 164 randomly selected men to obtain the factors affecting their participation in their children’s early education. Spearman’s correlation coefficient was used for data analysis. Results show that demographic variables do not prevent men from participating in the early education of the children. Mothers constitute barriers to how men want to get involved in the child’s education. It also shows that the less educated men are more likely not to know how to help their children at home. No statistically significant relationship exists between the men’s occupations and their views on the factors that affect their participation. Occupation is not a determinant factor that can prevent men from taking part in children’s education. It is recommended that fathers be encouraged to develop positive attitudes towards the education of their children. More recommendations have been made.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130587484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886726
C. Okeke, N. Mpahla
Abstract This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school (off site) CPTD programmes, as they do not see the programme’s impact on their teaching practices. The results equally suggest that teachers prefer on-school-site professional development programmes. The evidence suggests that participants have already started engaging in their own communities of practice in their schools. Contrary to expectations, the results reveal that District officials do not offer the expected support, nor do they visit the schools. In order to improve the effectiveness of CPTD programmes, teacher preferences pertaining to their development have to be considered by the education authorities. Some recommendations have been made.
{"title":"Continuing Professional Teacher Development: The Case of Junior Teachers in one Rural Education District in South Africa","authors":"C. Okeke, N. Mpahla","doi":"10.1080/0972639X.2016.11886726","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886726","url":null,"abstract":"Abstract This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school (off site) CPTD programmes, as they do not see the programme’s impact on their teaching practices. The results equally suggest that teachers prefer on-school-site professional development programmes. The evidence suggests that participants have already started engaging in their own communities of practice in their schools. Contrary to expectations, the results reveal that District officials do not offer the expected support, nor do they visit the schools. In order to improve the effectiveness of CPTD programmes, teacher preferences pertaining to their development have to be considered by the education authorities. Some recommendations have been made.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"89 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133292335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-07-01DOI: 10.1080/0972639X.2016.11886731
P.N.P. Mtyuda, C. Okeke
Abstract A qualitative case study research design was employed to identify teachers’ perspectives on job dissatisfaction. The sample size comprised 12 senior secondary school teachers. Data obtained through semistructured interviews and focus groups discussions were analysed by using the narrative analysis model. Results indicated that lack of resources, overcrowded classes and lack of discipline, administrative issues and no recognition by principals and parents for good work done, caused dissatisfaction among teachers who took part in this study. Findings also showed that job dissatisfaction had triggered disengagement in some teachers, with a consequential lack of focus in the activities of the profession. The study argued that teachers can perform better through their job satisfaction. Some recommendations for improvement have also been made.
{"title":"Factors Associated with Teachers’ Job Dissatisfaction in Schools in Rural Eastern Cape Province","authors":"P.N.P. Mtyuda, C. Okeke","doi":"10.1080/0972639X.2016.11886731","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886731","url":null,"abstract":"Abstract A qualitative case study research design was employed to identify teachers’ perspectives on job dissatisfaction. The sample size comprised 12 senior secondary school teachers. Data obtained through semistructured interviews and focus groups discussions were analysed by using the narrative analysis model. Results indicated that lack of resources, overcrowded classes and lack of discipline, administrative issues and no recognition by principals and parents for good work done, caused dissatisfaction among teachers who took part in this study. Findings also showed that job dissatisfaction had triggered disengagement in some teachers, with a consequential lack of focus in the activities of the profession. The study argued that teachers can perform better through their job satisfaction. Some recommendations for improvement have also been made.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129832513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-04-18DOI: 10.1080/0972639X.2016.11886742
Aloysia Makoae
Abstract Basotho have a common proverb with regard to personal names which says, le (bitso lebe ke seromo) meaning, a name has a direct influence on the character traits of the bearer. This study is an investigation of the connotative meaning of the names used in selected Catholic hymns. The meaning of names is analysed within the theoretical framework of conceptual metaphor in their seminal work, Metaphors we live by and thereafter modified into the cognitive theory of metaphor. The paper interprets metaphor as an evolutionary knowledge process in which metaphors mediate between minds and culture. The study aims to demonstrate that for religious relevance and indigenisation, Catholicism adapted in Lifela tsa Bakriste particular Sesotho traditional aspects in order to express the nature and essence of God, Jesus Christ, the Church and other aspects of the Basotho culture. It is therefore concluded that Lifela tsa Bakriste is an acculturation of Catholicism and the poetic discourse of traditional Sesotho poetry.
巴索托人有一句关于人名的谚语:le (bitso lebe ke seromo)的意思是，一个名字直接影响到取名者的性格特征。本研究是对选定的天主教圣歌中使用的名字的内涵意义的调查。在他们的开创性著作《我们赖以生存的隐喻》中，他们在概念隐喻的理论框架内分析了名字的意义，并将其修正为隐喻的认知理论。本文认为隐喻是一种进化的知识过程，隐喻在思想和文化之间起到中介作用。该研究旨在证明，为了宗教相关性和本土化，天主教在Lifela tsa Bakriste中适应了特定的塞索托传统方面，以表达上帝、耶稣基督、教会和巴索托文化的其他方面的本质和本质。因此，Lifela tsa Bakriste是天主教和传统塞索托诗歌话语的文化适应。
{"title":"Analysis of Conceptual Metaphor in the Sesotho Catholic Church Hymnbook, Lifela Tsa Bakriste: Denoting theMetaphors of Connotative Names","authors":"Aloysia Makoae","doi":"10.1080/0972639X.2016.11886742","DOIUrl":"https://doi.org/10.1080/0972639X.2016.11886742","url":null,"abstract":"Abstract Basotho have a common proverb with regard to personal names which says, le (bitso lebe ke seromo) meaning, a name has a direct influence on the character traits of the bearer. This study is an investigation of the connotative meaning of the names used in selected Catholic hymns. The meaning of names is analysed within the theoretical framework of conceptual metaphor in their seminal work, Metaphors we live by and thereafter modified into the cognitive theory of metaphor. The paper interprets metaphor as an evolutionary knowledge process in which metaphors mediate between minds and culture. The study aims to demonstrate that for religious relevance and indigenisation, Catholicism adapted in Lifela tsa Bakriste particular Sesotho traditional aspects in order to express the nature and essence of God, Jesus Christ, the Church and other aspects of the Basotho culture. It is therefore concluded that Lifela tsa Bakriste is an acculturation of Catholicism and the poetic discourse of traditional Sesotho poetry.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133773469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.1080/0972639X.2015.11886717
M. T. Babane, Mkhacani Thomas Chauke
Abstract In South Africa the significance of indigenous rituals has diminished following the encounter with European culture. African rituals are fading away with time. Rituals are traditional sacraments that are performed in a socio-religious setting and the term can be used interchangeably with rites. Rituals of various kinds are a feature of almost all known human societies with each community having rituals that can be prescribed by the tradition of that community. This paper deals with nkelekele (rainmaking rituals) among the Xitsonga speakers of South Africa. The study shows that Vatsonga have unique ways of managing drought which differ from other South African kingdoms and language groups. It seeks to find out how rainmaking ceremonies are practiced among Vatsonga. Rainmaking ceremonies have always been practised among Vatsonga as a way of managing drought. The aim of this paper is to explain both the cultural and religious customs involved in rainmaking and how they should be preserved for future generations. Methodologically, a qualitative research approach is used for this study. Data collection techniques included interviews and observations. A sample of ten participants who were knowledgeable about rainmaking ritual practices was used. The study is important as it provides insight information on rainmaking rituals among Vatsonga. The study found that rainmaking ceremonies differ when performed by specific people, at different places and, time and for different purposes.
{"title":"The Preservation of Xitsonga Culture through Rainmaking Ritual: An Interpretative Approach","authors":"M. T. Babane, Mkhacani Thomas Chauke","doi":"10.1080/0972639X.2015.11886717","DOIUrl":"https://doi.org/10.1080/0972639X.2015.11886717","url":null,"abstract":"Abstract In South Africa the significance of indigenous rituals has diminished following the encounter with European culture. African rituals are fading away with time. Rituals are traditional sacraments that are performed in a socio-religious setting and the term can be used interchangeably with rites. Rituals of various kinds are a feature of almost all known human societies with each community having rituals that can be prescribed by the tradition of that community. This paper deals with nkelekele (rainmaking rituals) among the Xitsonga speakers of South Africa. The study shows that Vatsonga have unique ways of managing drought which differ from other South African kingdoms and language groups. It seeks to find out how rainmaking ceremonies are practiced among Vatsonga. Rainmaking ceremonies have always been practised among Vatsonga as a way of managing drought. The aim of this paper is to explain both the cultural and religious customs involved in rainmaking and how they should be preserved for future generations. Methodologically, a qualitative research approach is used for this study. Data collection techniques included interviews and observations. A sample of ten participants who were knowledgeable about rainmaking ritual practices was used. The study is important as it provides insight information on rainmaking rituals among Vatsonga. The study found that rainmaking ceremonies differ when performed by specific people, at different places and, time and for different purposes.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132224091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-12-01DOI: 10.1080/0972639X.2015.11886722
M. Duma
Abstract The aim of this paper is to explore the experiences of female principals in the governance of rural schools in South Africa. The argument is presented that little has been documented about the experiences of female principals in the governance of rural schools in South Africa. Apart from a literature review on female leadership in schools, the paper reports on a study in which empirical investigation was used to obtain information from female principals about their experiences in the governance of rural schools in South Africa. The findings indicated that female principals experience problems such as sexism, discipline and absenteeism among teachers and learners. The study further on revealed that some female principals lacked school governance skills. Consequently, the study is concluded by the submission that it is essential for female principals to be given necessary training so that they can have working knowledge of school governance activities.
{"title":"Female Principals’ Experiences in the Governance of Rural Schools","authors":"M. Duma","doi":"10.1080/0972639X.2015.11886722","DOIUrl":"https://doi.org/10.1080/0972639X.2015.11886722","url":null,"abstract":"Abstract The aim of this paper is to explore the experiences of female principals in the governance of rural schools in South Africa. The argument is presented that little has been documented about the experiences of female principals in the governance of rural schools in South Africa. Apart from a literature review on female leadership in schools, the paper reports on a study in which empirical investigation was used to obtain information from female principals about their experiences in the governance of rural schools in South Africa. The findings indicated that female principals experience problems such as sexism, discipline and absenteeism among teachers and learners. The study further on revealed that some female principals lacked school governance skills. Consequently, the study is concluded by the submission that it is essential for female principals to be given necessary training so that they can have working knowledge of school governance activities.","PeriodicalId":398563,"journal":{"name":"Studies of Tribes and Tribals","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115997785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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