Interpretive Paradigm Research Articles

The school management team’s role of defining the school vision and mission at a South African rural school

Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school’s vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semistructured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school’s vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.

Sexual health and fertility in Duchenne muscular dystrophy-An exploratory study.

Recent clinical guidelines recommend that adolescents with Duchenne muscular dystrophy (DMD) who are on daily glucocorticoid treatment should be offered pubertal induction in order to ensure adult levels of sex hormones as they reach adulthood. However, it remains unclear how gonadal status, including androgen concentrations, impacts physical function and future fertility. The aim of this study was to give a voice to adults with DMD, exploring their perspectives around sexual health, hormone treatment, and fertility. Qualitative data was collected from six adults with DMD through two online focus groups. Participants were recruited through Pathfinders Neuromuscular Alliance and Duchenne UK and invited to take part if they had DMD and were 18 years of age or older. Conversations were transcribed verbatim and an interpretivist paradigm was used with thematic analysis. The main themes identified were (1) the need for communication and information about sexual health, (2) dealing with the potential fear of rejection, (3) physical barriers to relationships including sex, (4) testosterone supplementation in DMD, and (5) parenthood and fertility. We recommend that clinicians work with young people with DMD individually, to explore the benefits of testosterone treatment for them and their personal sexual health needs. If they are offered treatment, this should always be accompanied by the opportunity for psychological support. This work highlights the need for further research to establish the role of testosterone supplementation in adults with DMD and its effects on fertility and the value of specific emotional and practical support for sexual health.

Collaborative Virtual Environments (CVEs) in the Preparation of Pre-service Mathematics Teachers

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

Teachers designing student voice initiatives: an exploration of possibilities and perceived risks

ABSTRACT There now exists a sizeable body of work around student voice, predominantly through the intervention of researchers. However, given the critical role of teachers in the fruition of student voice efforts, there is a need to further our understanding of such efforts carried out by teachers themselves, particularly within non-Western contexts. Using a case-study approach within an interpretive paradigm, this study investigates how English Language (EL) teachers in Singapore design and enact classroom-based student voice initiatives. Situating such initiatives within Singapore gave rise to curricular, pedagogical, institutional and socio-cultural complexities, given the importance of EL within Singapore’s unique milieu. The findings underscore the need to uncover tacit notions which may otherwise go uninterrogated. While attempts to include student voice within teaching and learning appear riddled with ambiguities and contradictions, this study also suggests that such initiatives present fertile opportunities for teacher praxis to emerge, thereby creating possibilities for teacher development.

Social Transformation in Eastern Cape Universities, South Africa: Myth or Reality?

This paper explored whether social transformation in two Eastern Cape Universities, in South Africa is a myth or reality. The paper draws upon key insights from social transformation about democratic freedom, political, and cultural spheres of society. Taking social transformation in Higher Education institutions (HEIs) as a conceptual frame of reference, some issues affect the university’s ability to address their challenges in a transformative manner. The theory of transformation underpinned the paper, to understand that transformation is a method of change from one jurisdiction to the next which can be applied to either a person or a group and its services. The interpretivism paradigm was applied to comprehend what people mean when they act and engage with others, as well as the intentions behind their acts. A qualitative research methodology using a case study design was employed to gain information from various views from the purposely selected participants (academics, support staff, and students). Data was collected through focus group interviews and semi-structured interviews. In the data analysed similar categories and themes emerged. The findings of the study exposed a lack of social transformation practices and resistance to change in addressing the institutional processes and practices in a transformative manner. The researchers recommend that Higher Education Institutions ensure they are engaged in practising social transformation strategies to improve their approach to addressing their institutional needs. Based on the findings, a model is proposed as the new knowledge for the existing literature on the social transformation in the Eastern Cape Universities, South Africa whether it is a myth or reality. Keywords: Teaching And Learning, Society, Pedagogy, Perceptions, Democratic Transformation

Role Expectations, Constraints, and Strategies: A Case of Departmental Heads in Vhembe West District, Limpopo Province, South Africa

Departmental heads (DHs) in primary schools have multiple roles and responsibilities to fulfil. They are expected to perform diverse roles that are not only limited to being class teachers but also as supervisors, coordinators, and departmental managers. Most of them do not receive formal training to become DHs, how to perform these roles, or how to respond to the challenges accompanying these roles and responsibilities. This study aims to establish strategies to manage constraints that prevent departmental heads from fulfilling their roles effectively within the Vhembe West District of Limpopo Province. The study employed an interpretive paradigm to understand the social realities that DHs experience at school. The study was conducted within the Theory of Constraints (TOC). The research design of this study was a multiple-qualitative case study. The population of the study was all DHs in Elim, Soutpansberg East, and Vhuronga Two (2) Circuits. Purposeful sampling was employed to draw a sample of 9 DHs. Data was collected through a semi-structured interview schedule and document analysis. The data was analysed thematically. Findings from this study revealed, amongst others, the following: the roles of all participants in monitoring, curriculum management, coordination, and planning activities to enhance the implementation of the curriculum. This study recommended, among others that DHs should be excluded from being full-time classroom teachers, and policymakers should reduce the current teaching load of DHs. The study contributes to the empowerment of DHs in their roles despite the huge workload of teaching and supervising teachers in their departments. This is possible through employing distributive leadership wherein they solicit the skills of senior teachers to assist them, thereby enhancing shared leadership, collective action, and collaborative decision-making. Keywords: Constraints, Departmental Heads, Departmental Head roles and responsibilities

Revealing the research potential for the field of cross-cultural entrepreneurship: lessons from an integrative literature review

ABSTRACT Culture plays an important role for the study of entrepreneurship. However, whereas cross-cultural research in management (CCM) has strongly evolved in the last three decades and identified different paradigms, paradigmatically diversified research is still lacking in cross-cultural entrepreneurship. To fill this gap, this study suggests an integrative literature review with two objectives: 1) provide an overview of cross-cultural entrepreneurship research with an attention to national culture, different paradigms, and research themes, and 2) point towards possibilities to enrich such research. Through an integrative literature review, 147 studies of cross-cultural entrepreneurship research were identified and regrouped according to two main paradigms in CCM research: positivism and interpretivism. The analysis of all papers led to the emergence of five research themes according to which the papers were regrouped. Based on this matrix of paradigms and research themes, all texts were categorized into 10 areas. Findings show the dominance of cross-cultural entrepreneurship studies based on the positivist paradigm of culture, whereas research rooted in the interpretive paradigm is rather unexplored and offers great potential for future research. Based on these findings, we argue that particularly rich qualitative research designs offer interesting opportunities for developing the field of cross-cultural entrepreneurship.

MULTICULTURAL EMPLOYEES’ PERCEPTIONS OF DIVERSITY IN SOUTH AFRICA

Purpose: This research explored the in-depth meaning of how multicultural employees perceive diversity in South African formal sector firms. In doing so, it extracted the lived experiences of multicultural employees about the cultural differences perceived within the country. South Africa is characterised by cultural and linguistic heterogeneity and a relatively large formal sector economy by African standards. Methodology: For this cross-sectional study, data were gathered through a homogeneous purposive sampling of nine participants and conducting semi-structured interviews. This small sample size allows for a thorough investigation into each participant's lived experience to gather qualitative data. The specific phenomenological method used in this study is a novel interpretative phenomenological analysis (IPA), which seeks to extract data and discern meaning in the participants' narratives. Results: The findings were interpreted through the lens of social identity theory within an interpretative philosophical paradigm. These interpretations were leveraged to extract a central narrative that is grouped thematically. The main finding was identifying several factors that contribute to the spanning of cultural boundaries in South African formal sector firms. Practical Implications: The study identified how participants make meaning of their experiences within the formal sector of South Africa and how their interpretations shape their behaviour and attitudes. Originality/Value: The findings indicate that a significant amount of intra-country cultural diversity is perceived in the South African formal sector workplace, which can cause friction and reinforce cultural stereotypes.

The impact of the national school nutritional programme in the selected rural and urban primary schools in Mahwelereng circuit

This study evaluated the impact of the national school nutrition program IN the selected primary schools Mahwelereng circuit, Limpopo Province. To date, the (NSNP) reaches almost all schools in the poorest areas and quintiles nationwide. However, the COVID-19 pandemic has increased the demand on the National School Nutrition Program (NSNP) in schools far beyond expectation, even in schools outside quintile 1, 2, and 3. The purpose of this study was to investigate the impact of the NSNP in the primary schools in Mahwereleng Circuit, Limpopo Province. A qualitative phenomenological study within the interpretive research paradigm was used to explore the impact of the National School Nutrition Programme in primary schools. The researcher, through non-probability convenience sampling, selected a total of 12 primary school teachers from four primary schools in Mahwereleng Circuit. Data from semi-structured interviews was thematically analysed and interpreted to draw findings that answered the research questions. Findings indicated that the NSNP has a positive impact to learners’ welfare and academic performance in schools. The study appreciates the prescribed measures of food to each learner by the Department of Education (DoE). Primary school teachers in the selected schools around Mahwelereng circuit were interviewed individually for 20-30 minutes each in schools on the impact of the National School Nutrition Programme using semi-structured interviews to collect data. The implementation of the national school nutrition programme has a positive impact and established advantageous learning climate and decreased hunger and absenteeism in schools, while increasing enrolment, participation and scholarly execution among the schoolchildren.

Lean and Agile Supply Strategies in Distribution Centres to Deliver Value-Added Services (VAS)

Background: This paper examines how logistics mangers increase performance by incorporating VAS in their distribution centres in the context of different natures of customer demand. The study is underpinned by the principles of lean and agile strategies as two key concepts that can be applied to respond to different customer expectations. Methods: Based on the phenomenological interpretivist paradigm, an empirical multiple-case study was conducted in German distribution centres operated by six companies. The empirical data were collected through semi-structured interviews, built on the triangulation of sources. Open, axial, and selective coding were employed to analyse data collected through eighteen in-depth interviews with managers from the distribution centres. Results: The findings indicated that the construct of customer demand forms different benefits that the logistics service providers can achieve through VAS. Simultaneously, various customer demands on VAS requires the distribution centres to focus on developing different operational capabilities to gain superior performance. Conclusions: Based on the research findings, a conceptual model was created. This model can support logistics service providers in improving company performance through effectively managing VAS in their distribution centres. The high dynamic VAS customer demand can bring more financial and non-financial benefits but needs higher flexibility in the warehouse operation system. Stable and predictable VAS, in turn, require a higher degree of standardisation.

‘It was the right thing to do’: pioneering LGBT inclusivity in a local group of companies in Sri Lanka

ABSTRACT This paper aims to explore how and why a local conglomerate in Sri Lanka (Pride-H) decided to introduce Lesbian, Gay, Bisexual and Transexual (LGBT) inclusivity to their policies and practices, contravening legal, social and religious strictures. Under the interpretive research paradigm and qualitative research design, an embedded case study approach was employed. In-depth interviews and publicly available information were used as data for the study. Theoretically, this paper draws on institutional logics perspective and organizational filters. The findings reveal that the decision and initiative for LGBT inclusivity at Pride-H emerged through interconnected sequences and logics – specifically, the convergence of social justice and corporate logics. Additionally, certain organizational attributes, such as being a market leader, one of the largest conglomerates in the country, possessing an extensive customer and stakeholder base, and demonstrating a commitment to values of equal treatment, functioned as filters to counteract conflicting state, cultural, and religious strictures (logics).

Rethinking the Role of the Principal in the Strategic Management of Human Capital in Public Secondary Schools in Zimbabwe

Effective leadership and management are at the centre of the strategic management of human capital in education. Principals in schools as organizations promote the effective execution of strategies by coordinating staff members toward accomplishing school goals and objectives to improve student outcomes. Principals are critical in implementing strategic plans and providing a conducive setting for teaching and learning that allows human capital to grow and perform better. Principals must be strategic and forward-thinking by aligning school systems, culture, and processes to achieve all goals. Principals in public secondary schools in Zimbabwe face challenges in strategically managing human capital. Evidence mainly points to the teachers’ low motivation levels and lack of training and coherence in support mechanisms that would enable principals to strategically manage human capital in Zimbabwean schools. Thus, this necessitates the need to rethink the role of the principal. The study aimed to explore ways to rethink and redefine the principal’s role in Zimbabwean schools where education is in crisis. Following an interpretivist paradigm, a qualitative approach using a case study design was employed to gather data. The study found a need for policy change to strengthen the principal’s management and instructional leadership role when managing human capital effectively in schools. Such a bold move would pave the way for an upgrade in principals’ leadership and management capacities so they can effectively manage teacher performance and thereby improve academic performance.

Information and Communication Technology Usage in School Management: A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe

Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions.

The exploration of academic staff’s perceptions of the concept of curriculum decolonization in the selected Eastern Cape TVET college

This study aimed to explore the perceptions of academic staff on the concept of curriculum decolonization in a selected technical and vocational education and training (TVET) college in Eastern Cape Province. South Africa has been confronted with calls for curriculum decolonization and at some point, students all over the country decided to embark on a nationwide protest asking for the decolonization of the curriculum in the institutions of higher learning between 2015 and 2016 through the #feesmustfall movement. The study focused on one Eastern Cape TVET college as an institution of higher learning as a case study. A qualitative approach was adopted, and an interpretive paradigm was employed. There are about eight TVET colleges in Eastern Cape Province offering different courses. The researcher purposively selected two lecturers from each of the five campuses, one assistant director academic and one deputy principal academic to get to a sample size of 12. Critical theory guided this investigation. Data was analysed thematically. The study revealed that some academics do not know what decolonization all is about. There is no formal involvement of lecturers, when it comes to the process of curriculum decolonization at the said TVET college, however, there are engagements on general perspectives about transformation in TVET college sector. The study recommends that TVET colleges should develop a policy on curriculum decolonization. TVET colleges should form a committee that will look at matters of curriculum transformation, which should be inclusive of lecturers, students, managers, and relevant external expects of curriculum transformation.

Analisis Pengetahuan dan Tingkat Kepatuhan Wajib Pajak Pengusaha Marketplace di Kalangan Generasi Z

The purpose of this research is to analyze the knowledge and level of tax compliance of marketplace entrepreneurs in Generation Z. Researchers use qualitative methods with an interpretive paradigm. Data collection was carried out through interviews by exploring the perspectives of four Generation Z people, who are individual MSME taxpayers, have been marketplace entrepreneurs for at least 2 years, and have a turnover of under IDR 500 million per year. The research results showed that in the sample studied, no one knew about the tax obligations for the online business they ran. Even though they were only required to report taxes without paying, none of the research subjects fulfilled their obligations. The reasons for this behavior vary, starting from the perception that the tax reporting process is complicated and burdensome. busy running an online business. The view that online businesses do not experience direct benefits from tax contributions like offline businesses. Changes regarding tax regulations for online businesses and the behavior of non-compliant co-workers also influence their non-compliance. The suggestion for the marketplace is to require every seller to deposit proof of tax report every year. Meanwhile, the suggestion for the government is to provide tax education to MSME business actors who operate online.

Financial Decisions: A Phenomenological Study on Small-Scale Buddhist Entrepreneurs

ABSTRACT Religious values are contexts in social science used to explain the irrational behaviour of psychological factors in financial decision-making . The aim of the study is to explore how religious values drive financial decisions through an interpretive paradigm to capture the role of the cognitive dimension of religion and its values. The setting of this study was conducted in Bekasi, West Java. This study reveals that Buddhist entrepreneurs are individuals who intrinsically build a cultural system, one of which is religion and its values, which play a role in shaping entrepreneurial behaviour and entrepreneurial financial decisions. This study reveals that the entrepreneurial activities carried out by Buddhist entrepreneurs play a role in the dynamics of the structure of the social life of Buddhist entrepreneurs, which focuses on creating alignment of entrepreneurial goals with the fulfillment of socio-religious factors. Keywords: Financial Decision, Buddhist Values, Buddhist Entrepreneurship

THE DETERIORATING MENTAL STATES OF WOMEN LIVING IN OLD AGE HOMES: A NARRATIVE INQUIRY

Old home living has become prevalent in Pakistan, but it differs significantly from living at home. This narrative inquiry uses in-depth interviews to explore the psychological impact on women residing in old age homes. Using an interpretivist paradigm, five women aged 60-75 from two Lahore old age homes were interviewed. The recurrent themes were "Health-related concerns," "Adverse life events," "Challenges," and "Coping mechanisms." The women, facing financial insecurity and emotional instability, had chosen to live in these homes. Many experienced troubled marriages, neglect from children, and family rejection, leading to depression, anxiety, and medical issues like high blood pressure and diabetes. Their coping mechanisms varied, with some leading to negative outcomes like denial and self-blaming. Isolation and abandonment resulted in hopelessness, bitterness, and negativity. This research highlights the need for mental health awareness and support for female residents in Pakistani old age homes.

Management Control System Backbone in a CPA Firm: Middle Managers and the Power of Cultural Control

This research aims to broaden the understanding of the middle manager's role in the management control system, particularly in mediating the relationship between superiors and subordinates. The methods employed in this research are an interpretive paradigm with interview, observation, and document analysis data collection methods. Findings indicate that middle managers at the CPA X play a crucial role in addressing ignorance, inability, and unwillingness in the company. Although there are no formal controls, role dissonance among middle managers is minimal due to the presence of strong cultural controls. Cultural control can compensate for other forms of control, thus minimizing the occurrence of role dissonance experienced by the manager of CPA Firm X. This research provides insight into the importance of middle managers' role in fulfilling their function as an intermediary in the management control system aimed at aligning the goals of top management with operational employees.

Exploring Prisoners’ Communication Strategies with their Supervisors when Studying in E-Learning Mode: A Case of Namibia

This study delves into the communication strategies used by inmates when engaging in e-learning within the confines of a Namibian prison. Despite the challenging living conditions inherent in such environments, the research posits that inmates exhibit a strong motivation to pursue further education. The rise of e-learning has opened educational opportunities for diverse populations, including those incarcerated. In Namibia, prisoners have access to education through e-learning platforms, allowing them to pursue studies and gain qualifications. However, this mode of learning presents unique challenges, particularly in communication with supervisors. The objective was to understand the challenges faced by prisoners following higher education programs in communicating with their supervisors. Method: Data was collected through interviews, situated within an interpretive paradigm. The study focused on a sample of prisoners enrolled in e-learning programs in a Namibian correctional facility. Analysis: Verbatim transcripts of audio-recorded interviews were meticulously prepared by a skilled transcriber, offering the author a comprehensive material for interpretation. Thematic analysis was used to interpret the data. Results: It was found that prisoners’ communication strategies with their supervisors, amongst others, included communication via-email; telephonic communication; communication via the internet and online studies, as well as through in-person appointments. Furthermore, the study contextualized its findings within the evolution of Namibia's legal system, highlighting a significant shift from punitive measures towards a rehabilitative focus on corrections and community reintegration. Namibia's legal system is rehabilitative instead of being punitive. This transformation underscores the broader societal changes in attitudes towards incarceration and highlights the importance of educational initiatives within correctional facilities.

Parents' and Teachers' Views about Suitable Future Jobs for Learners with High-Functioning Autism at a Special School

There appears to be limited information regarding studies exploring parents' and teachers' views on appropriate jobs for learners with high-functioning autism (HFA). This study is significant because its purpose was to explore parents' and teachers' views on suitable jobs for learners with HFA at a special school in Johannesburg, South Africa. This study also sought to explore parents' and teachers' opinions on vocational methods for supporting learners with HFA. An interpretive paradigm was used as part of the qualitative research methodology. The data were generated from 12 selected participants using purposive sampling, including six parents whose children had HFA and six teachers of learners with HFA from various phases of the school. Semistructured interviews and document analysis were used to generate the data. The data were analyzed via thematic data analysis. The study revealed that teachers and parents of learners with HFA see jobs such as waiters, athletes, swimmers, soccer players, basketball players, handball players, baking, cooking, drawing, artists, gardening, carpentry, building, plumbing, car-washing, driving, building websites, filing, laminating, playing video games, emailing, printing, and photographing as appropriate future jobs for learners with HFA. The findings revealed that vocational methods that are useful for developing jobs that are perceived as suitable for learners with HFA are gardening, sewing, cooking, selling food, and computer training through vocational shadowing involving multiple stakeholders. The study highlights the importance of a collaborative approach among stakeholders in developing individualized support plans for learners with HFA, focusing on identifying, nurturing, and placing them in suitable vocational roles for lifelong employment. Consequently, special education curricula for learners with HFA in South Africa should prioritize vocational skills and be collaboratively designed by all stakeholders. Keywords: Autism Spectrum Disorders; Parents; Teachers; High-Functioning Autism; Jobs