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Item Teachers’ experiences and roles of the revised biology curriculum: A case of selected secondary schools in Ompundja circuit, Oshana region, Namibia(University of Namibia, 2024) Vatileni, Frostinia T.The purpose of this study was to investigate the experiences and roles of Namibian teachers on the implementation of the Biology revised curriculum in the Ompundja circuit, Oshana Region. The study employed a qualitative – case study design where fifteen (15) Biology teachers from Ompundja circuit, in the Oshana Region were selected from the five (5) Secondary schools by means of the purposive sampling strategy and a semi structured face-face interviews to collect the data that was analysed thematically. The study established that teachers experience inadequate resources, medium of instruction for Biology a challenge, inadequate time for content coverage as well as overcrowded classes. It was also unveiled that Biology Secondary school teachers are the major pillars of curriculum implementation. They are motivators of learners, learners’ assessors, planners for the subject content, and developers of activities and teaching materials, creators of a positive learning environment as well as engagers of learners in extra-mural activities. In essence, they are agents of change and curriculum implementers. Against the above findings, it was recommended that, in order to motivate learners and raise their interest in Biology, schools should take part in awarding of the best teachers and learners to inspire them to learn Biology. Parents should be involved in an education system as educational stakeholders and implements policies that uplift the education system. Specifically, it recommends the Ministry of Education, Arts and Culture to revisit the criteria that were used to allocate teaching resources to schools so that the neediest schools are prioritized and the amount of funds to be in and in line with their needs in line with the teaching and implementation of the revised Biology curriculum among othersItem Teachers and learners in Otjiwarongo circuit’s experiences of pedagogy and online pedagogy during the COVID-19 pandemic(University of Namibia, 2024) Iiyambo, Silkka K.Scholars and practitioners worldwide acknowledge that online pedagogy is one of the most effective instruments for developing a successful teaching and learning environment. This research sought to investigate how online learning and teaching may be applied in a resource-limited context to benefit both teachers and learners at two chosen schools in the Otavi town circuit. This study used Active Learning Theory and Experiential Learning Theory as its theoretical underpinnings. It used a multiple-case study methodology and qualitative technique. Participants were drawn from two schools in the Otjiwarongo circuit using a purposive sampling approach. Data collection instruments included semi structured interviews, focus group discussions, and observation checking lists. The study examined the teachings of teachers and learners in grades 9, 10, 11, and 12 who employed online pedagogy during the COVID-19 epidemic. The findings showed that poor connectivity issues, a lack of computer literacy, and a lack of information technology devices presented challenges for both teachers and learners. Despite the fast growth of information and communication technology, the schools in this research were not equipped to accept it. This study contends that online learning in Namibian schools still has various problems that must be solved if it is to be successful. As a result, the study suggests that the Namibian government invest in providing information and communication technology infrastructure in schools, as well as capacity building in online pedagogies for teachers and learners, in order to create an effective online learning environmentItem Exploring grade 12 learners’ difficulties in solving differential calculus problems at a selected secondary school in Tsumeb, Namibia(University of Namibia, 2024) Kafunga, Martha N.Differential Calculus is a fundamental topic in Mathematics that deals with the study of how quantities change over time. Grade 12 learners have difficulties in solving Differential Calculus questions as per the examiners’ reports year after year. This study aimed to explore Grade 12 learners’ difficulties in solving Differential Calculus. One secondary school in Tsumeb was purposely and conveniently selected for this study. A total population sampling method was used to ensure a representation of all 74 Grade 12 Mathematics AS learners and all 3 grade 12 Mathematics AS teachers. The research study was based on a mixed methods exploratory approach; i.e., data was collected from classrooms’ observations, teachers’ questionnaires and learners’ diagnostic test. Only questions involving the learning objectives from Differential Calculus topic were considered. A pilot study was carried out prior to the main study in order to test for feasibility and effectiveness of the research design. An analysis was done in order to determine learners’ common mistakes/misconceptions and errors, challenges and also the great responses given by the learners. The results revealed that learners had difficulties in 1) applying the product and quotient law, 2) differentiating trigonometric functions, 3) applying conceptual and procedural knowledge to solve Differential Calculus problems (like determining the nature of stationary points), 4) integrating instead of differentiating and 5) just applying differential rules in general. These difficulties may be caused by 1) lack of algebraic knowledge (learners fail to substitute values into functions, solve equations), 2) lack of sufficient time (for both teachers and learners), and 3) teachers’ teaching approaches. The study recommends that teachers should expose learners to a variety ii of algebraic manipulation problems from an early stage, so that learners begin differential calculus with solid foundations of algebra; and that teachers should do diagnostic assessments based on algebraic and functions before teaching Differential CalculusItem An analysis on the challenges influencing the teaching of physical education in secondary schools in Lüderitz, Namibia(University of Namibia, 2024) Ngolo, Stefanus E.The primary purpose and aim of this study were to investigate the factors influencing the teaching of Physical Education (PE) in secondary schools in Lüderitz, //Kharas Region, Namibia. The study provided answers to the following research questions: What are the challenges that influence the teaching of PE in secondary schools in Lüderitz Namibia? What are the possible solutions to the challenges affecting the teaching of PE in secondary schools in Lüderitz, Namibia? Literature was reviewed by linking to the challenges influencing the teaching of PE in secondary schools, and a survey research strategy was used. Three research instruments were used in the collection of data; these instruments were open-ended and closed-ended questionnaires and observation schedules. A total of 100 learners, six (6) teachers, two (2) heads of departments and two (2) principals from two (2) schools participated in the study. All participants completed open-ended and closed ended questionnaires. In addition, observation notes were also used to collect data. From the results obtained, the study revealed that there are challenges in the teaching of PE. These challenges, among others, include: lack of PE facilities at schools where teaching of PE is supposed to take place, PE not being taught according to the Ministry of Education, Arts and Culture’s programme or syllabus due to lack of teachers’ interest in the subject and lack of supervision from school management. Further, the few available PE facilities are not adequate at the schools; there is a lack of PE equipment; a lack of PE management; lack of PE study materials such as textbooks; lack of interest and commitment among some teachers and students and lack of ii qualified PE teachers. Schools do not have trained PE teachers resulting in PE being taught by teachers who do not have PE knowledge and PE teaching skills. The study recommended the provision of PE facilities as well as PE equipment. Teachers and learners should follow a program or syllabus put in place by the Ministry of Education, Arts and Culture and not do random activities. Schools should employ qualified PE teachers and provide more equipment for PE to support the teaching and learning processItem Perceptions of school principals and teachers on the challenges faced by novice teachers in selected primary schools in Oshana region, Namibia(University of Namibia, 2023) Theron, Yolandy ElanaSome of the difficulties in achieving educational goals and improving the quality of education have been to ensure that teachers are well equipped (MOEC, 2000). Although the Minister of Education has made recommendations for the development and implementation of induction programmes for novice teachers, Nghaamwa (2017) reports that most schools in Namibia tend to neglect the induction of novice teachers. Novice teachers can face many challenges such as student behaviour, no personal or professional support and social relationships. Novice teachers therefore, need to undergo an induction programme when they get employed at a specific school as a way to provide them with the necessary assistance in acquiring the skills and knowledge needed for the execution of their required teaching duties. Muyumbano (2019) points out that principals have observed that novice teachers experience problems with disciplining learners, with administration and also teaching methodology. The purpose of the present study, therefore, was to investigate the perceptions of school principals and teachers on the challenges faced by novice teachers in selected primary schools in the Oshakati Circuit, Oshana Region. The research design for this study is a case study design and the researcher used a qualitative approach. The researcher used an interview guide and a document analysis guide as instruments to collect data. The total population of the study was fourteen (14) principals and two hundred and two (202) teachers. Two novice teachers were chosen from each of the two selected primary schools using criterion purposive sampling, and they comprised of novice teachers that are in their first or second year of teaching. The two schools were randomly selected from the five primary schools in Oshakati Circuit. Random sampling was also used to select the teachers from each school. The school principal and two teachers from the selected schools were ii included in the study. The total sample for this study was composed of two principals, four novice teachers and four teachers. Data from the semi-structured interviews and document analysis were analysed using content analysis. Findings from the study reported that novice teachers in the Oshakati circuit in Oshana region, Namibia, face challenges such as concerns with learners, the teaching and learning process, lack of communication and lack of support. The study therefore recommends that pre-service training institutions and schools should play a significant role in supporting novice teachers in overcoming these challenges. It is the duty of training institutions to establish a balance between theory and practice. Furthermore, the school management needs to provide orientation and induction to all novice teachers, and both management and colleagues should provide support and assistance to all novice teachers until they have been completely integrated into the school and teaching environmentItem Challenges chemistry teachers face in implementing the new NSSCO chemistry curriculum in Otjozondjupa region during the COVID-19 national lockdown(University of Namibia, 2023) Hafeni, JosephineThe outbreak of the COVID-19 pandemic forced schools around the world to make an abrupt shift from face-to-face to remote teaching and learning. This study investigated challenges Chemistry teachers face in implementing the new NSSCO Chemistry curriculum in Otjozondjupa Region of Namibia, during the COVID-19 national lockdown. The study is underpinned by the Theory of Curriculum Implementation of Rogan and Grayson, as a theoretical framework. The study adopted an explanatory sequential mixed methods approach, comprising of two phases. In the first phase, a questionnaire was used to gather quantitative data from all (32) Grade 10 and 11 Chemistry teachers from Otjozondjupa Region. In the second phase, semi-structured interviews were used to collect qualitative data from 12 teachers purposively selected from the original sample. Descriptive statistics and thematic analysis were used to analyse the quantitative and qualitative data respectively. The study determined that Chemistry teachers utilised multiple strategies to provide learners with inclusive education through remote teaching and learning. However, teachers experienced difficulties such as inadequate resources and a lack of technological competency to effectively teach Chemistry remotely. Other challenges included: difficulties accessing and staying in contact with learners; inability to engage learners in virtual lessons due to a lack of electronic devices and internet connectivity particularly on the learners’ side; nonfulfillment of practical work and difficulty in assessing learners during remote teaching. In consideration of the findings, several recommendations were made, including the recommendation that national government should provide schools with adequate technological facilities and furnish unequipped science laboratories, and ii Chemistry teachers should be offered pedagogical training programmes to equip them with e-learning teaching competenciesItem Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region(University of Namibia, 2023) Albinus, Ferdina Pomwene-PawaA study titled "Assessing mathematics teachers’ integration levels of information and communication technology: A case of Ongha circuit, Ohangwena region" assessed the level of ICT integration of the secondary school mathematics teachers at MCA schools in Ohangwena Region. The study used the SAMR model to rank the level of secondary school mathematics teachers. A total sample of six (6) secondary school mathematics teachers at MCA schools was purposefully selected. The study uses qualitative methods to draw data from the participants. The study also utilized observations and a standardized interview with open-ended questions. Sample data collected from observations and interviews was subjected to an interpretive approach. Teachers’ levels of ICT integration were ranked using the SAMR Ranking. Data recorded during interviews was transcribed verbatim and categorized under themes. The study revealed that the secondary school mathematics teachers do integrate ICTs into their teaching of mathematics at the substitution and augmentation levels of the SAMR model. The study further revealed in-service training, time to integrate ICT, provision of ICT tools and internet coverage, as well as technological support as challenges to the ICT integration in their teaching of mathematics at the secondary school level. The study recommends that the MoEAC provide guidelines for ICT integration and make IC a promotional subject to facilitate teaching delivery. The study further recommends that MoEAC provide funds for teachers’ in-service training on the integration of ICT in teaching and learning processes in all subjects. Furthermore, the study recommends that further research to focus on assessing the teachers’ level of ICT integration in teaching mathematics at MCA schools at a national levelItem Evaluating the in-service school leadership training offered by the University of Namibia to principals in Oshana region(University of Namibia, 2023) Theron, Charl MarthinusMany scholars have criticized leadership training approaches for concentrating too much on technological barriers and administrative skills while ignoring internship. It is, therefore, the purpose of this study to evaluate what the principals learn in the Diploma of Educational Management and Leadership training and what its impact is. The research design for this study is a mixed methods approach applied using a case study design. The researcher used an interview guide and questionnaire as instruments to collect data. The total population of the study was one hundred and thirty-seven (137) principals that were trained by UNAM. A random sampling technique was used to select principals that underwent the training in Oshana Region. Eight principals were randomly selected from those who completed the programme. Data were analysed by arranging responses according to the research questions, and applied an inductive approach. Findings from the study reported that principals in the Oshana region, Namibia, noted the relationship between what principals learned in the DEML and their leadership responsibilities in schools and some insights have been provided. In relation to their experience regarding the in-service training, the following suggestions are made: The programme should be more practical than theoretical, more contact sessions should be included, a post- evaluation of the programme should be done with participants to assess the practicality of the content learned, and the programme should include ministerial policies of MoEAC. All of these suggestions could substantially assist in educating principals and act as a learning process for educatorsItem Teacher ‘s creation of teaching and learning materials using information communication technology at selected remote schools in the Khomas region, Namibia(University of Namibia, 2023) Ndakolo, Eveline N.The learning environment supports the role of the teacher, which is to organise, manage and help learners to navigate learning materials. In recent years, the advancement in Information Communication Technologies (ICTs) and access thereto, enable teachers to create teaching and learning materials. The purpose of this study was to investigate teachers’ application of ICT knowledge and the challenges faced in the creation of teaching and learning materials for their classrooms at three public primary schools in the remote area of Khomas Region. The study adopted a qualitative case study and employed semi-structured interviews to collect data from teachers and non-participatory lesson observation to collect data from classrooms. Additionally, the study used purposive sampling to select teachers based on their years of teaching experience and computer skills while convenience sampling was used to find teachers who were available and willing to participate in the study voluntarily. The findings of the study revealed that teachers' comprehension of ICT varied greatly in the Khomas region's remote schools. Furthermore, it was found that majority of participants found it encouraging to use ICT tools as they make teaching materials appealing to learners, thereby boosting performance, and offering up-to-date materials. Moreover, the study revealed that most schools lacked sufficient ICT resources, and results indicated that only 33% of teachers began their lessons with teaching and learning materials created with ICT tools. The study also revealed challenges encountered by teachers during creating teaching and learning materials, include poor internet connections in the classrooms, shortage of ICT tools, lack of training, and lack of electrical power in the classrooms. As a result, the study concludes that, despite various ICT challenges experienced by teachers in Khomas region rural primary schools, teachers had adequate knowledge of how to use ICT tools. ii Following the study's findings, the Ministry of Education, Arts, and Culture should make provisions for the infrastructure to be provided to all public schools to maximise the use of ICT in education. The government should also allocate funds for the maintenance and purchase of ICT consumables like reams of paper and printer inkItem Parental involvement in learners’ education in secondary schools in the Erongo region of Namibia(University of Namibia, 2023) Nghipandulwa, Ndemutekonghedi PenehafoThis study aimed to investigate parental involvement in learners’ education in secondary schools in the Erongo region of Namibia. The Namibian Education Act, 16 of 2001, was promulgated to ensure, among others, democracy in education through the active involvement of all stakeholders in the decision-making processes in schools. However, the involvement of parents as key stakeholders has been limited. Therefore, this study was conducted to investigate parental involvement in learners’ education at secondary schools in the Erongo region of Namibia. A qualitative case study design was used for this study. The population is comprised of parents, principals and teachers of six secondary schools in the Erongo region. Stratified purposive and purposive random sampling methods were used to select the sample. Interview guides were used as data collection instruments. The overall finding was that the extent of parental involvement in their children's education at secondary school was very minimal due to many factors, such as the poor educational background of parents. Other challenges were inadequate capacity building for parents, language barrier, and lack of understanding of educational matters on the part of the parents. These made it difficult for parents to make valuable contributions to their children's education in secondary schools. There is a need to equip parents with the necessary skills to partake actively in their children's education at the secondary school level. The study further recommends: that the Ministry of Education, Arts and Culture should devise a training policy for school board members to ensure parents are kept abreast of the dynamics of education, and are actively involved in the education of their children and can be held accountable to some extent for the learning outcomes of their children.Item Challenges faced by mathematics teachers in teaching secondary school learners with visual impairment in the Khomas region(University of Namibia, 2023) Mungunda, Amenda EsmeroldaIn recognising the importance that Mathematics as a subject play in fulfilling the Namibian Vision 2030, the Ministry of Education, Arts and Culture (2010) made Mathematics a compulsory subject in schools in the year 2012 for all learners at the Senior Secondary School level, including learners with visual impairment (LVI). Hence, this study's primary purpose was to investigate the challenges faced by Mathematics teachers in the Khomas region when teaching learners with visual impairment in a Special Secondary School in Namibia. This study employed Bruner's theory of constructivism as a theoretical foundation. Furthermore, the study adopted a qualitative approach with a case study research design, in which one secondary school was selected as a research site. The study sample consisted of six participants: two Mathematics teachers from Grades 8-10 and four Grade 8-10 learners with visual impairment. The participants were purposively selected using a homogeneous sampling strategy to describe the visually impaired learners' subgroup for this study. An observation schedule and a semi-structured interview guide were used as data collection instruments. The study revealed that Mathematics teachers at special schools have the knowledge, experience, and skills to teach Mathematics to visually impaired learners. However, changes in the teaching environment can affect the teaching and learning process. If the curriculum's implementation is not well planned, it can be difficult for teachers at special schools to teach effectively and efficiently as they have to go beyond ordinary teaching in the lesson's creativity. Hence, the study recommends effective teaching and learning at special schools and for learners with visual impairment. Furthermore, there should be teaching and learning materials accompanied by assistive devices.Item Novice teachers’ and mentor teachers’ perceptions towards the Namibia novice teachers’ induction programme at selected primary schools in the Omaheke region(University of Namibia, 2023) Shanyengana, Wilhelmina N.This study explored the aspect of the implementation of the Namibia Novice Teachers’ Induction Programme by tapping on novice teachers’ experiences and mentor teachers’ perceptions at selected primary schools in the Omaheke Region. Challenges faced by novice teachers in their first year of teaching were explored, intending to establish whether the programme in place is beneficial to novice teachers and to contribute insights to the improvement in the implementation of the Namibia Novice Teachers’ Induction Programme in schools. The research questions addressed in the study were; what are novice teachers’ experiences with the implementation of the induction programme at selected primary schools in Omaheke region?, what are mentor teachers’ perceptions on the implementation of the induction programme at selected primary schools in Omaheke region?, what challenges do novice teachers face in their first year of teaching at primary schools in Omaheke region?, what are the benefits of an induction programme for novice teachers from the novice and mentor teachers’ perspective?, and what strategies can be applied to strengthen the implementation of the induction programme at selected primary schools in Omaheke region? A qualitative research approach using a case study design was employed, whereby the researcher used interview guides to collect the data from the novice teachers and mentor teachers. The target population for this study consisted of all the novice teachers and their mentor teachers from 13 primary schools in Circuit One of the Omaheke Region in Namibia. A criterion sampling technique was used to select nine (9) novice teachers and two (2) mentor teachers who participated in this study. ii Thematic analysis was used to identify patterns and themes within qualitative data collected from the participants. The findings of the study revealed that the NNTIP is not entirely being implemented and there are challenges related to the implementation of the Namibia Novice Teachers’ Induction Programme at primary schools in the Omaheke Region. The study further revealed that novice teachers experienced key challenges, namely, lack of resources, overcrowded classrooms, language barriers and classroom management issues. To overcome the challenges, the participants revealed the benefits of an induction programme and the following strategies were proposed to strengthen the implementation of NNTIP; regional offices of the Ministry of Education, Arts and Culture, in collaboration with individual circuits, cluster centre sand schools to develop an annual induction and mentoring plan appropriate for their novice teachers’ needs. The school principals need to ensure that the mentor teachers and novice teachers are not overloaded with subjects to make sure that they have enough time to participate in induction activities. In addition, the study proposed that all the institutions offering teachers’ training need to integrate induction programmes in the teaching content of the institution.Item The head of department’s leadership role in english 2nd language academic performance at selected secondary schools in Kandjimi circuit, Kavango West region, Namibia(University of Namibia, 2023) Siteketa, Veiko K.This study investigated the head of department’s leadership role in improving performance in English Second Language by exploring the views of Heads of Departments and teachers in Kandjimi Circuit on what they thought those roles were. The study also sought to uncover challenges faced by HODs and how they can be addressed to enable the HOD to fulfil his/her role towards improving performance in ESL. The population of this study consisted of teachers and HODs in Kandjimi Circuit’s secondary schools. From this population, 10 teachers and 10 HODs were purposefully selected to participate in the study. An interview guide with open-ended questions was used to explore views of teachers and HODs on what they perceived were challenges hampering HODs’ abilities to fulfil their roles towards the improvement of performance in ESL. Likewise, a document review guide was used to interrogate training received by HODs and challenges they faced and how those challenges could be resolved. Data from interviews and documents were analysed thematically to allow themes to emerge from the data for the research questions to be answered. The findings showed that HODs faced many challenges like interfence in their work that hamper their ability to successfully fulfil their roles to improve ESL performance. The study recommended that school principals should decrease the workload of HODs to empower them to fulfil their role in the improvement of performance in ESL.Item Evaluating the implementation of free secondary education in Oluno circuit, Oshana region, Namibia(University of Namibia, 2023) Shikoha, Vilho Mekondjo T.Namibia implemented several educational reforms following its independence in 1990, intending to provide education for all [EFA]. To meet the EFA objectives, the Ministry of Education, Arts, and Culture [MoEAC] implemented Free Secondary Education [FSE] in 2016. The goal of this study was to evaluate the implementation of FSE in Namibia using Oluno Circuit in the Oshana Region as a case study. The study employed qualitative research and a case study to address the research questions. To collect data for the study, document analysis and a semi-structured interviews were used as research instruments. Purposeful sampling was employed to select four secondary schools, 16 Grade 12 learners’ Representative Council [LRC] 4 teachers, 4 Heads of Departments [HODs] and 4 chairpersons of school boards based on their leadership abilities. The study used content analysis to analyse the data. The major findings of the study were insufficient and untimely funding, high learners enrolment, school dropout, lack of teaching and learning materials, a lack of parental sensitisation, as well as the government's failure to cover all educational expenses. The study recommended that the MoEAC should employ qualified secondary school teachers to provide quality FSE and adequate and timely funding to schools, purchase teaching and learning materials, and provide enough infrastructure to accommodate all secondary school learners. Lastly, the MoEAC should formulate the free secondary education policy framework to guide the schools on how to use the funds and should sensitise parents on the importance of free secondary education.Item Challenges facing principals in managing the implementation of the revised curriculum: A case of the Ohangwena region of Namibia(University of Namibia, 2023) Nande, SylviaThe purpose of this study was to explore the challenges facing principals in managing the implementation of the revised curriculum in secondary schools in the Ohangwena region in Namibia. The study drew from Mintzberg’s education management roles theory. The findings from this research can assist the Ministry of Education, Arts and Culture in addressing some of the challenges that principals encounter in managing the curriculum, and they can help in introducing management programmes and strategies that may improve principals’ curriculum management skills. The study used a qualitative case study design. The population comprised of all secondary school principals and inspectors in the Ohangwena region. Purposeful criterion sampling was employed to select the sample. The sample consisted of four secondary school principals running better performing schools and four inspectors supervising the principals of the selected schools. Document analysis and semi structured interviews were used as data collection instruments. It was established from the study findings that principals tried to fulfil their roles as curriculum leaders but they are faced with some challenges such as lack of teaching and learning resources, lack of qualified teaching personnel and the phasing in of higher grades among others. However, measures were suggested to mitigate the challenges. The study concluded by pointing out that although principals tried to execute their duties as curriculum managers, they still require training and ongoing support to execute certain aspects of their duties of managing the implementation of the curriculum. As such, the study recommended effective training for curriculum management, clear guidelines on managing curriculum implementation, and knowledge about the curriculum, inclusive of the process and practice, which should ii be provided to the principals. The researcher further recommended a more comprehensive study in curriculum management and leadership in secondary schools.Item Factors causing job dissatisfaction among teachers in selected schools in the Onankali circuit in the Oshikoto region of Namibia(University of Namibia, 2023) Namupala, Elina A.The study investigated factors causing job dissatisfaction among teachers in selected schools in Onankali circuit in the Oshikoto region of Namibia. The following areas guided the research questions of the study: the current state of teachers’ job satisfaction; factors causing job dissatisfaction; the effects of job dissatisfaction and the strategies to improve teacher job satisfaction. A mixed-method research approach and a case study design were adopted. Qualitatively, a criterion purposeful sampling technique was used to identify a list of schools from the Onankali circuit with either high teacher attrition or absenteeism rates, two HoDs and the school principals of each of the participating schools. Quantitatively a stratified random sampling was used to select six (6) participating schools, whilst a systematic random sampling was employed to select eight (8) teachers from each selected school. The population of the study was 354 teachers; 21 HoDs; 25 Principals and one education inspector, while the sample constituted 61 participants. Structured questionnaires for the inspector, principals, HoDs and teachers were used. Data from qualitative interviews were analysed using the content analysis method. While responses from quantitative structured questionnaires were analysed using the Statistics Package for Social Sciences (SPSS). It was found that there is medium teacher job dissatisfaction in the Onankali circuit at about 50%. The study found that bad working conditions, poor management skills, and lack of resources and equipment in schools are the main causes of job dissatisfaction in the Onankali circuit. The study further revealed that job dissatisfaction negatively affects productivity, efficiency and the effectiveness of teachers. Participants indicated that schools with teachers who are job dissatisfied constantly experience changes in staffing. iii The study recommended that there must be a review of teachers’ benefits, an improvement in the working conditions especially the provision of teaching resources and equipment, and an improvement in teachers’ living conditions by providing all the necessary services.Item Experiences of school board members in managing school finances in five public schools in Nzinze circuit, Kavango West region(University of Namibia, 2023) Kangumbe, Elia K.The ideal purpose of this study was to investigate the experiences of school board members in managing school finances at five public schools in Nzinze Circuit in the Kavango West Region. A qualitative research approach was employed by the researcher to understand the experiences of school board members in managing school finances. There are 29 public schools in Nzinze Circuit. Convenience sampling was used to select three combined and two senior primary schools. Purposeful sampling was used to select the principal, the school board chairperson, the secretary, the treasurer, and one teacher serving on the school board considering that they are directly involved in school financial matters. Interviews and document analysis were used to get information from sampled participants. Content Analysis was used as a technique to analyse data. Findings show that school board members’ experiences in managing school finances include drafting and implementing school internal financial policies, making school budgets, keeping financial records, appointing school accountants, and signatories, appointing a finance committee, appointing a school independent auditor, and authorising any withdrawals or expenditures. The study also found that school board members were experiencing challenges in managing school finances, which included a lack of financial management skills, financial structures, and language barriers. The need to train all school board members in financial management, establish proper financial structures provide incentives, and change the formula of allocating funds to schools to mitigate challenges faced by school board members was identified. One of the overarching recommendations is for the Ministry of Education, Arts and Culture to offer training to school board members that are directly involved with school finances on regular basis at the beginning of each financial year.Item Academic challenges faced by learners with visual impairments at two inclusive education secondary schools in Namibia(University of Namibia, 2022) Ampweya, Selma NamutenjaThis qualitative case study explored the academic challenges facing learners with visual impairments (LWVI) in two inclusive secondary schools in Namibia. Purposive and convenient sampling were used to select two secondary schools and 11 participants (eight LWVI and three support teachers). The research instruments were semi-structured interviews and observation schedules, supported by still pictures. Data were analyzed using case-oriented qualitative content analysis. The data were presented in the form of a report. The findings indicate that LWVI are faced with multiple challenges. The study also shows that school infrastructure is not conducive for LWVI and that these learners are not fully included academically in mainstream secondary schools due to the lack of learning materials. LWVI are not enabled to do subjects such as Mathematics, Accounting, Geography, and Physical Science because teachers are not trained to teach graphs and mathematical formulae in braille to LWVI. Apart from this LWVI are unable to use computers during Information Communication and Technology (ICT) lessons due to a lack of computer programmes that support the teaching and learning of persons with visual impairments. In addition, LWVI are not fully integrated into the classroom because the teacher-learner ratio is too high for their teachers to attend to every learner. Teachers are unable to modify their teaching methods to accommodate LWVI. Lack of support from parents and other stakeholders in education is another challenge for LWVI. The researcher thus recommends that the Ministry of Education, Arts and Culture should restructure school buildings to accommodate LWVI. The Ministry should also provide professional development for Mathematics, Geography, Accounting, and Physical Science teachers to use available information and communication technologies to enable them to teach these subjects to LWVI. Schools should also buy computer programmes that support the teaching of LWVI.Item An analysis of factors contributing to learner dropout at a selected school in the //Kharas region(University of Namibia, 2022) Nambala, Klementine MThis case study aimed to analyse the factors contributing to learner dropout at a selected school in the //Kharas region. Data were collected by employing document analysis and observations, as well as interviews conducted with learners, school staff and a representative of the village council. The study found that the major learner factors that contributed to school dropout were teenage pregnancy, a lack of motivation, disciplinary problems and alcohol and drug abuse. The study found that parental factors, such as the illiteracy of some of the parents and guardians, as well as a lack of parental involvement in the children’s education reflected by the fact that only 30% of the parents normally attended teacher-parent meetings, contributed to the dropout rate at the selected school. Furthermore, on the socio-economic factors the lack of employment in the community, where only 35% of the community was employed, implies that parents were unable to meet the needs of their children. Some learners, consequently, left school in search of employment for themselves and their families. Lastly, school factors that contributed to the high rate of dropout at the selected school included the lack of learning materials and individual learner support, as well as overcrowded classrooms. Therefore, the study recommends frequent emphasis by teachers on the importance of education in every person’s life, thus, motivating learners to stay in school. It also recommends that parents and guardians should be encouraged to attend literacy classes to enable them to assist their children with schoolwork. Lastly, it is recommended that the government provides sufficient teaching and learning materials, as well as infrastructure, to support all learners.Item Investigating the perceptions of teachers’ preparedness to teach through e-learning during the covid-19 pandemic lockdown: A case study of a primary school in the Khomas region(University of Namibia, 2022) Mutelo, Sydney MusipiliThis research aimed to comprehend the preparedness of teachers to transfer their existing ICT skills to an e-learning teaching environment during the COVID-19 pandemic. The study investigated the main issues and challenges that teachers, HODs, and the principal faced during the COVID -19 pandemic, their sudden and unexpected transition from face-to-face to emergency remote education, and their main worries and concerns during this period of implementing e-learning, as well as their perceptions regarding the effectiveness of the teaching and learning process, using a semi-structured interview and clear questions. The study also generated teachers' ideas for strengthening education in the event of future lockdowns and in the post-COVID-19 era, based on their experiences during the lockdown period. Teachers, HODs, and the principal were among the fifteen (15) participants in this study. The qualitative research was situated in a case study design. Audio-recorded interviews were transcribed and analyzed using inter-rater reliability analysis to discover labels, codes, and themes from semi-structured interviews. The valuable insights gained from this study illustrate how important it is for teachers' voices to be heard by the management and the Ministry of Education, Arts and Culture. It is therefore pivotal for the Ministry of Education, Arts, and Culture (MoEAC) to include e-learning implementation in their budgeting and steady implementation using a top-down approach.