Junior Secondary Schools In Botswana Research Articles

Integrating E-Learning in Botswana Junior Secondary Schools: A Case of Religious Education

Integrating E-Learning in Botswana Junior Secondary Schools: A Case of Religious Education

An Investigation into School Leaders’ Perspective as Change Agents in the Implementation of the Performance Management System (PMS): Case of South East and Southern Regions’ Junior Secondary Schools in Botswana

Purpose: This background or concept paper develops a case into school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in Junior Secondary Schools in Botswana. As change agents, school leaders were expected to fully implement the PMS. Research has demonstrated that PMS has been unsatisfactorily implemented in Junior Secondary Schools in Botswana (Koruyezu, 2010; Bulawa, 2011; Nkwe, 2015; Molefhi, 2015, Pheko, Bathuleng & Kgosidialwa, 2018). The purpose of this paper is to lay the foundation for the study which will investigate school leaders’ perceptions as change agents in the implementation of the performance management system (PMS) in the South East and Southern Regions’ junior secondary schools in Botswana.
 Methodology: The study plans to use the quantitative research approach to explore school leaders’ perceptions as change agents in implementing PMS in their schools. A Likert scale questionnaire for data collection from school heads, deputy school heads, heads of department and senior teachers will be employed. This background paper draws from transformational leadership theory to outline an agenda and approach for change agent leadership.
 Findings: This is an empirical study whose findings will establish views from school leaders on what issues they encountered while implementing PMS. Furthermore if objectives of this policy have been implemented and achieved. From the findings it will be succinctly clear what change attributes school leaders as change agents require in order to effectively implement the PMS. Recommendations will be developed to assist the Ministry of Education Skills and Development on better alternatives of implementing PMS policy including meeting the skills of school leaders to become effective change agents.
 Unique Contribution to Theory, Practice and Policy: as a practice school leaders are mandated to ensure that any approved change for the schools meet the agreed objectives, but there is no study that have focused on the perceptions of the school leaders with regard to this. It is therefore crucial for this proposed study to indicate what type of policy would be appropriate to show the necessary skills required for the implementation of the PMS in the schools. This approach is validated by the transformation theory. Therefore, its unique contribution would be to bring forth the necessity for school leaders to have the requisite change attributes.

Improving Classroom Mathematics Instruction: Exploring Instructional Challenges in Junior Secondary Schools in Botswana

Improving Classroom Mathematics Instruction: Exploring Instructional Challenges in Junior Secondary Schools in Botswana

Investigating Causes of a Reluctance to Speak English in the Classroom – The Case of Botswana Junior Secondary Schools

This study discusses the factors underlying the phenomenon in which, often, students in Botswana Junior Secondary Schools (JSSs) seem reticent towards speaking English during lessons, in order to develop their proficiency in English as a second/ foreign language ESL/EFL. The implications of this disjuncture were also examined. Further, possible measures that could be emplaced to encourage students to speak English willingly were explored. A multi-method research (MMR) approach was used to unearth the state of English language (EL) use in Botswana’s JSSs through questionnaires for students and interviews with teachers. The conclusion was that students are not entirely averse to speaking English. Instead, they are primarily inhibited from adhering to the ‘English-Only Policies’ (EOPs) for fear of possible ridicule by their peers. Additionally, the study established that some students preferred communicating in their mother tongues (L1), since these were natural and easy to produce. Furthermore, it was determined that currently, no concrete rules exist for enforcing EOPs during school time.

Parenting Styles and Learners’ Performance: Evidence from Junior Secondary Schools in Botswana

Education is a lifetime achievement that contributes towards the socio-economic development of the society particularly youth. Parenting style plays an important role in education of their children and thus, shaping their career. The study analysed the influence of different parenting styles on the academic performance of students in Junior Secondary Schools in Botswana. Quantitative data was collected using a valid and reliable questionnaire through a survey of randomly sampled 130 students (n = 130) in Junior Secondary Schools. One way Analysis of Variance revealed that none of the parenting styles: authoritative, authoritarian, permissive and neglectful style had significant influence on students’ academic performance. It implied that parents are not the only factors that can affect the children’s academic performance. As parenting styles shown insignificant influence on student academic performance, a similar study can be conducted by including some other parental factors which might have influence on students’ performance. In order to gain deeper understanding on the influence of parenting styles on student’s academic achievement, a qualitative study can be conducted using perceptions of students and parents.

Using Portfolio Assessment at Lower Secondary Education in Setswana Language Lessons

This study examined practices in academic progress record keeping at Junior Secondary Schools in Botswana in the Setswana language programme. Using the qualitative approach it was observed that students’ academic progress at Junior Secondary Schools were recorded in scheme books with marks written at the back of it, either after an exercise or after writing monthly tests with no evidence produced when necessary during conferencing. The recordings did not show parents, educational officials and learners students’ academic strengths and weaknesses in a particular skill they were supposed to develop in the teaching and learning processes. The study involved in-service teachers at Junior Secondary Schools who were furthering their education at the University of Botswana. A questionnaire with open ended questions and interviews were used to collect data from the participants. Data were analyzed using the grounded theory by considering thematic statements that emerged from key research questions. The findings indicated that the measures used for academic records by teachers were not systematic and effective. The study recommends portfolio assessment not as a means to an end, but as a strategy that can be adopted and used to develop a systematic way of keeping students’ academic records and monitoring their academic growth and development progress.

Responses to cultural diversity in Botswana’s schools: links between national policy, school actions and students’ civic equality

This article examines nation state policies that have prioritized toleration of diversity over recognition through comparative case studies of three junior secondary schools in Botswana. Through data collected in observations, focus groups, interviews and participatory action research, we demonstrate how the schools, which varied in the ethnic composition of their students, teachers and surrounding communities, responded differently to the reality of their multicultural student bodies. Two followed national policies closely, while the third crafted school-level policies adapted to its student population, yet tightly constricted by national policies and curriculum. In all three schools, students of ethnic minority backgrounds experienced varying degrees of shame, discrimination and a sense of exclusion from the nation and found little recourse to discuss and address these experiences within the structures of their schools. We argue that schools could better develop students’ capacity for equal citizenship were they supported by national education policies and curriculum to recognize the cultural, historical and linguistic diversity of Botswana’s ethnic minorities explicitly in schools.

The Significance of Inclusion Concept in the Educational System as Perceived by Junior Secondary School Teachers: Implications for Teacher Training Programmes in Botswana

This is a quantitative study on Botswana Junior Secondary School teachers’ perceptions of the significance of inclusion concept in the educational system. A questionnaire on inclusion concept was developed on a four likert scale and administered to a stratified random sample of 100 teachers in 10 CJSS schools in Gaborone. Out of which 81CJSS teachers responded to the questionnaire and their responses were coded, analysed using descriptive statistics ( frequencies, means and standard deviations). Independent t-test and ANOVA were used to find if there were any significant differences in the teachers’ perceptions with respect to gender and years of experience of CJSS teachers on the concept of inclusion in the educational system. The main findings for this study in general revealed that teachers have positive perceptions towards the concept of inclusion in the educational system. The findings also revealed significant differences with respect to gender of teachers and years of experience on their perceptions towards the significance of the concept of inclusion in Botswana educational system. The findings of this study have significant implications to the school administrators, teachers and other stakeholders who are directly and indirectly involved in implementing inclusive education in Botswana.

The Involvement of Religious Communities in the teaching of Multi-faith Syllabus in Botswana Junior Secondary Schools

Prior to 1996, Religious Education (RE) in Botswana junior secondary schools was Christian based and there were no significant disparities in academic performance between RE and other subjects. Since the introduction of a multi-faith syllabus there has been a decline in the academic performance in this subject. Perhaps this situation emanates from the fact that most RE teachers and students are Christians. Possibly, Christian teachers and students may not be familiar with the dimensions of other world religions explored in this syllabus. This study was therefore carried out to investigate if the involvement of religious communities could be of assistance in the teaching and learning of the multi-faith syllabus in Botswana junior secondary schools. The study used random, purposive and convenience sampling techniques to select the population from twelve (12) junior secondary schools and seven (7) religions. Data was collected from thirty-six (36) RE teachers, one hundred and twenty (120) students and fifty-six (56) representatives of the seven (7) religions prevalent in Botswana and explored in this syllabus. The study used questionnaires and interviews to collect data. The findings of this study revealed that the involvement of religious communities in the teaching and learning of multi-faith syllabus in Botswana junior secondary schools is capable of assisting in knowledge acquisition of the various religions explored in this syllabus by providing first–hand information from adherents of the explored religions. This study therefore recommends that the Ministry of Basic Education, School Management Teams and Parents and Teachers Associations should encourage the involvement of religious communities as an attempt to improve RE Junior Certificate results.

Parents' reactions to testing for herpes simplex virus type 2 as a biomarker of sexual activity in Botswana junior secondary school students.

Background Use of sexual activity biomarkers in HIV prevention trials has been widely supported to validate self-reported data. When such trials involve minors, researchers may face challenges in obtaining parental buy-in, especially if return of results procedures uphold the confidentiality and privacy rights of minors and preclude parental access to test results. In preparation for a randomised controlled trial (RCT) with junior secondary school (JSS) students in Botswana, a formative assessment was conducted to assess parents' opinions and concerns about testing for herpes simplex virus type 2 (HSV-2) (biomarker of sexual activity) as part of the RCT. Six focus groups were held with parents (n=32) of JSS students from urban, peri-urban and rural communities. Parents were asked their opinions of students being tested for HSV-2 and procedures for blood sample collection and return of results. Overall, parents were supportive of HSV-2 testing, which they thought was a beneficial sexual health resource for adolescents and parents, and a motivation for parent-child communication about HSV-2, sexual activity and sexual abuse. Some parents supported the proposed plan to disclose HSV-2 test results to adolescents only, citing the importance of adolescent privacy and the possibility of HSV-2 positive adolescents being stigmatised by family members. Conversely, opposing parents requested parental access to results. These parents were concerned that adolescents may experience distress following a positive result and withhold this information thereby reducing parents' abilities to provide support. Parents were also concerned about support for victims of sexual abuse. Although the present study demonstrates that parents can be accepting of sexual activity biomarker testing of adolescents, more research is needed to identify best approaches for returning test results.

Contextualized theory-based predictors of intention to practice monogamy among adolescents in Botswana junior secondary schools: Results of focus group sessions and a cross-sectional study

ABSTRACTCulture and tradition influence behavior. Multiple-partner and concurrent relationships are held responsible for the increase of HIV infection in Sub-Saharan Africa. A contextualized “theory of planned behavior” is used in this article to identify predictors of intention to practice monogamy. A mixed method design using qualitative data from focus groups, stories, and a survey is analyzed for quantitative data. The qualitative data add to the behavioral beliefs a sociocultural belief domain, as well as attitudes and subjective norms. Perceived behavioral control predicts the intention to practice monogamy. Adolescents show a tendency toward having more than one sexual partner. The normative beliefs and the sociocultural beliefs also predict intentions, while hedonistic beliefs and partner’s reaction do not. In contextualizing theory-based interventions, it is important to draw from stories and the language that circulate in a community about a given behavior. More studies are needed on ways to combine qualitative approaches with quantitative approaches to inform the development of theory-based, culturally appropriate, and context-specific intervention strategies to reduce the risk of HIV.

From Perception and Knowledge to Classroom Practice: Teaching Listening Comprehension to Setswana Speakers of English in Junior Schools in Botswana

The study investigated whether teachers’ knowledge and positive perception of listening contribute to its teaching in junior secondary schools in Botswana. Using an observation schedule, data were collected from four schools in the Gaborone, Botswana, area. The main finding of the study is that knowledge of listening does not translate into good classroom practice. Among other things, the teachers neither taught listening communicatively nor followed the necessary stages in its teaching—pre-, while, and postlistening. This mismatch between knowledge and perception on the one hand and classroom practice on the other needs to be addressed in order for listening to be taught effectively in Botswana’s junior secondary schools.

An Investigation on Students Academic Performance for Junior Secondary Schools in Botswana

<p style="text-align:justify">The major purpose of the study was to investigate factors which contribute to the decline in students’ academic performance in junior secondary schools in Botswana since 2010. The study was mainly quantitative and used the positivist inquiry paradigm. The study employed critical theory for its theoretical framework. Questionnaires were used to gather data from two hundred participants. Some documents were analyzed to supplement the information collected through the questionnaire. Data were analysed using the computer package known as Statistical Package for the Social Sciences (SPSS) version 15. The findings of the study showed that there were several factors that can contribute toward students’ low academic performance ranging from low staff morale to students unpreparedness for the examinations. The study, therefore, recommends that high teacher’s morale, availability of resources and parental involvement are critical for the attainment of high quality education in Botswana secondary schools. Furthermore, the findings of the study have implications for research and practice.</p>

Leadership Capability Model for Motivating Junior Secondary School Teachers in Botswana

The purpose of the study was to explore types of Leadership Capability Models used by managers of junior secondary schools in Botswana. The focus was to identify appropriate model(s) which can assist the school management to understand their potential in motivating teaching staff. The study was mainly quantitative and used questionnaires to collect data. Some official documents were used to supplement the information collected for the purpose of triangulation. Data were analysed using the Statistical Package for the Social Science or Statistical Product and Service Solutions (SPSS) version 19. The findings of the study revealed that there is no specific leadership model used by the senior management in schools. However, it was also revealed that whichever leadership model that could be used in schools, senior management ought to be confident, competent and self- managing in order to motivate staff effectively. The study, therefore, recommends that the school senior managers should be able to identify the intrinsic and extrinsic motivating factors in order to be good and effective motivators.

Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.

‘Doing identity’ in the Botswana classroom: negotiating gendered institutional identities

Drawing on post-structural and post-colonial conceptions of gender, this paper explores multiple student masculinities and femininities in the classrooms of four junior secondary schools in Botswana. These gendered identities, it is argued, are negotiated within broader institutional constraints that have been socio-historically produced. Such constraints include the colonial legacy of heavily authoritarian (and inherently gendered) teacher-student relations, which in turn are sustained (and resisted) through the practice of English as the medium of instruction, and a punitive disciplinary regime, which has corporal punishment at its core. Three similar gender performances are identified for both girls and boys: ‘good classroom students’, ‘classroom rebels’, and ‘docile bodies’, though these are discursively produced and interpreted differently, against the norms of masculinity and femininity, and within a pervasive and stereotypical binary gender ideology.

Teachers’ Beliefs and Technology: Calculator Use in Mathematics Instruction in Junior Secondary Schools in Botswana

<p style="text-align:justify">Lesson starts are transitional events which may cause management problems for teachers This study sought junior secondary school mathematics teachers’ beliefs about calculator use in mathematics instruction in Botswana and was descriptive in nature adopting a survey design. The sample of seventeen (17) mathematics teachers from four (4) junior secondary schools in the Tutume Sub-district in Central Educational Region was selected through a purposive random sampling procedure. A questionnaire comprising both closed and open ended questions was designed to collect data then the analysis of results was carried out using descriptive and inferential statistics. As an illustration, a t-test was used to test for differences in teachers’ beliefs by gender while a one-way ANOVA was used to test for difference in their beliefs by experience. The study revealed that most of the teachers expressed their lack of confidence and were incompetent with the use of a calculator in their teaching with female teachers feeling less confident to explain different functions of a calculator than their male counterparts. In addition, the study showed that most of the teachers believed that a calculator was a technological tool that could be useful to the students in the future. On the contrary, most teachers felt that the overuse of calculators by the students could hamper the development of basic computational skills. Therefore, it was recommended that school based training on calculator use should be provided so as to empower teachers with the necessary technological skills for effective classroom instruction. The study findings have implications to research and practice as it provides unique and comprehensive data that will lead to insight for curriculum designers, policy implementers and instructional leaders on effective calculator use in math instruction.</p>

Teachers as agents in Botswana's music education: challenges and possibilities

The research aimed broadly to understand how Botswana's written government curricula for music are interpreted by music teachers as well as teachers' ideals for music teaching, and to what extent they thought it was possible to achieve those ideals. Grundy's writing on curriculum based on Habermas' technical, practical and emancipatory interests has proven an important lens through which to analyse and interpret the observational and interview data generated. Two music teachers in Botswana's Junior Secondary schools participated in the study, one in an urban area and one in a village. Data were generated through observation of 3 months of teaching in both classrooms, complemented by in-depth semi-structured interviews with both teachers. Additional data were generated through interviews with and observation of three other music teachers, interviews with music representatives for both Examination and Curriculum departments, and document analysis. My interpretation of the data is that most music teaching I observed would best be described as technical, meaning that it is concerned with factual information delivered through teacher-centred pedagogy and assessed by student reproduction of information through written testing. However, there were some examples of the practical paradigm when teaching focused on music making and the student's understandings. There was little evidence of the emancipatory view of knowledge, but the teachers did speak freely about their views on where music education should go and how it might get there. I concluded that dramatic changes to teacher education and music education in particular are necessary if music teaching is to become the rewarding, stimulating and enjoyable experience the teachers and students crave. This would involve re-conceiving education and teacher education by minimising the reproduction of factual knowledge and by emphasising the development of teacher judgement.

The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana

Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.

A Report Of The Responses Of Botswana Junior Secondary School Teachers On The Three Subscales Of The Teachers Sense Of Efficacy Scale (TSES)

The focus of this paper is to present the findings of the study on teacher efficacy and classroom management. To collect data a survey was administered to 1006 Botswana participants. Out of 1006 participants only 6 did not complete the survey. Pearson-product moment correlation was computed to analyze the data using Statistical Package of Social Sciences (SPSS). Pearson shows a correlation for the three subscales at 0.01 level (2- tailed). For Instructional Strategies and Student Engagement r=.412, Student Engagement and Classroom Management r= .589 and Instructional Strategies and Classroom Management r=.589.For teacher practices items the results show that there is no significant relationship between the positive and negative practices reported by the teachers in regard to classroom management, student engagement, and instructional strategies. Bonferroni adjustment which changes from .05 to .017 shows no significant relationships.