Secondary Schools In Botswana Research Articles

Exploring the Impact of Pedagogical Challenges in Multiculturally History Classrooms in 2022/23: A Teaching and Learning Perspective in Botswana Secondary Schools

Botswana is a multicultural state and like other culturally diverse nations, it faces challenges ofdiversity and inclusivity in education. In Botswana, English is the official language and Setswana is a national language and the education system recognizes these two as languages of instruction. This is a challenge as there are other ethnic groups in Botswana whose languages are neither English nor Setswana. In schools, this has proven to be a problem as there are diverse students for whom Setswana is not their mother tongue and they do not grasp concepts easily. Chebanne and Moumakwa (2012) observed that the San remain illiterate and marginalized because of the current state of education in Botswana where the Education Language Policy is monolingual. The San have been left out of the education system since their indigenous language is not incorporated into the national curriculum. This poses a problem for History in that its subject matter deals with indigenous people and it will be difficult for teachers to teach students who feel their ethnic groups are marginalized.

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

In-Service Science Teacher’s Perceptions Towards the Use of Information Communication Technology Tools in Teaching and Learning in a COVID-19 Environment

Information and Communication Technology (ICT) have been growing incredibly for the past twenty years in most sectors; however, much needs to be achieved within the education fraternity itself. Teachers are still relying on traditional teaching methods and Botswana is currently far behind in benefiting from ICT usage in the classroom. This study critically analysed the ICT infrastructure found in Botswana’s secondary schools, assesses teachers’ skills, knowledge, confidence, and their perception of the integration of ICT in teaching and learning. A mixed-methods approach was used to collect data from 350 respondents. The results revealed that ICT use and integration in Botswana secondary schools during the Covid – 19 period posed some challenges even though it was beneficial to an extent where there was learner academic improvement. This has been influenced by factors such as lack of skills, lack of confidence in the use of technology by teachers, and lack of ICT equipment in schools. The study recommends that schools should be equipped with the relevant ICT infrastructures, have adequate resources, and that facilitators should be trained on the right pedagogies and use of ICT in teaching and learning. Furthermore, curriculum developers should integrate ICT teaching in subject areas. The findings of this study will contribute to the correct pedagogies and best practices of teaching, and how issues teachers found in technology use can be solved and addressed amicably for the benefit of the greater masses. The educational stakeholders can make use of these findings to improve knowledge and attitudes toward the successful adoption and implementation of information and communication technologies in teaching and learning during the pandemic. Keywords: technology adoption, in-service teachers, perceptions towards

Effectiveness of Parents’ Workshop on Home-School Partnership and Students’ Mathematics Performance. The Case of a Public Secondary school in Botswana

It is undisputable that an effective home-school partnership has an impact on their children’s learning and subsequent academic performance. However, the extent of parental involvement is found to be lacking due to various reasons according to the literature. This paper reports on the effectiveness of utilizing workshops as an intervention strategy to facilitate a home-school partnership that could enhance student mathematics performance in a public senior secondary school in Botswana. Parents from one, purposively selected public senior secondary school, participated in this study. The study used a pragmatist paradigm to draw on a mixed-methods approach and employ a quasi-experimental research design with experimental and control groups. Questionnaires for parents and their children, parents’ interviews, and tests in mathematics were the main data collection instruments for this study and were used as pre and post-interventions. The parents’ workshops intervention was implemented for a period of three weeks on the experimental group. Parents were provided with knowledge and skills through presentations on parental involvement. The results demonstrated that the parents’ workshops intervention improved home-school partnership. The results showed that the intervention had a large positive impact on Home-school communication with an effect size difference of 2.260 between pre-test and post-test mean scores for the parents in the experimental group. Consequently, children’s mathematics performance positively changed after the intervention. The difference between pre-test and post-test within the control group showed a small effect size (0.308) while a large and practical effect size (2.215) was found between pre-test and post-test within the experimental students.

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.

Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana

Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers’ attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers’ transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers’ attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers’ attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.

IMPROVING TEACHING AND LEARNING OUTCOMES THROUGH PROFESSIONAL LEARNING COMMUNITIES - A CASE OF BUSINESS EDUCATION SUBJECTS IN BOTSWANA

The aim of this study was to investigate how Professional Learning Communities (PLCs) could help to improve the teaching and learning outcomes of business education subjects in Botswana secondary schools. A qualitative methodology was adopted and data were collected online through WhatsApp chats and calls. Through analysing interviews and reviewing of documents related to PLCs in schools, we were able to code data into categories that emerged from themes and that assisted in understanding the perceptions and practices of teachers. The findings of this study indicate that through the implementation of PLCs in school there is a likelihood of improved learning outcomes amongst students due to collaborative efforts amongst teachers in lesson preparations and classroom instruction.

Information Technology Adoption in Botswana Secondary Schools and its Implications on Leadership and School Libraries in the Digital Era

The objectives of this paper are to examine the principals’ transformational leadership qualities and to juxtapose this to Information Technology adoption in Botswana secondary schools. Using David et al. (1989) Technology Acceptance Model (TAM), Todd’s (1999) transformational leadership constructs, and qualitative open-ended questions, a research tool was formulated to establish the perceptions of school heads in 10 urban and 14 rural schools, about computer technology acceptance, the role of the school library in the integration of computers in the school and transformational leadership. The findings point to a trend towards computer acceptance and transformational leadership, albeit some indications of computer anxiety, some feelings about the lack of computer usefulness and ease of use, as well as leadership issues, like the lack of functional school libraries. One of the most relevant findings was the positive correlation between perceived ease of use of the computer statement to some leadership constructs.

A Profile of the Burnout Construct Amongst Teachers: Evidence from Four Senior Secondary School in Botswana

The burnout construct has attracted the attention of researchers in many countries because of its negative effects on the learning and teaching process. Teachers experiencing burnout are characterized by high levels of emotional exhaustion resulting from intense and consistent pressure from demand stressors in the work place. Persistence of these stressors leads to depersonalization of learners and ultimately reduced personal accomplishments. The current study examined the burnout construct amongst secondary school teachers in Botswana and linked its implications to professional competence of teachers. The study used the Maslach and Jackson three dimension conceptualization of the construct. Findings from the study indicated that teachers were experiencing relatively high levels of emotional exhaustion. There were also signs that some teachers were progressing towards the depersonalization and reduced personal accomplishment stages of the construct. A recommendation was tendered to the effect that a large scale study should be conducted to determine the number of teachers who are at risk of developing all three indictors of the syndrome. Key words : Burnout syndrome, depression, factor structure, locus of control, cynicism, self-efficacy. DOI: 10.7176/JEP/11-30-16 Publication date: October 31 st 2020

Prevalence of hypertension and selected cardiovascular risk factors among adolescents in selected rural and urban secondary schools in Botswana.

Adolescent hypertension and other cardiovascular risk factors tend to track into adulthood. Consequently, there is a need to determine the prevalence of hypertension and pre-hypertension, and its co-existence with glycaemia, obesity, tobacco and alcohol use among senior secondary school students in Botswana. A cross-sectional study was undertaken between December 2015 and March 2016 among students in selected rural and urban senior secondary schools in Botswana. Data were collected through a self-administered questionnaire, measurements and fasting blood glucose testing. Participants were asked about cigarette smoking, alcohol use and levels of physical activity. Body weight, height, waist circumference, blood pressure and fasting blood glucose levels were measured. Hypertension, pre-hypertension, overweight and obesity were defined based on gender, age and height from normative tables. A total of 252 students with a mean age (standard deviation) of 17.1 (0.9) years participated in the study. Rural students were older than urban students (17.5 vs 16.7 years; p < 0.001). The prevalence of hypertension and prehypertension were 13.1 and 15.5%, respectively. Physical inactivity (37.7%), overweight/obesity (10.3%) and alcohol intake (9.1%) were also prevalent. Cigarette smoking was rare (2.0%). Impaired fasting glucose levels were found in 1.6% of participants, and none had diabetes mellitus. Hypertension ( p < 0.001) and cigarette smoking (p = 0.019) were more prevalent among male than female participants. Female students were more likely to be overweight or obese than male students ( p < 0.001). There were no urban-rural differences in hypertension, pre-hypertension and smoking. Urban students were more likely to drink alcohol than rural students (p = 0.008). Hypertension, overweight/obesity and alcohol intake were common among these adolescents in Botswana. Strategies to reduce the risk factors of cardiovascular diseases should be urgently developed and implemented to prevent cardiovascular disease-related morbidity and mortality in the future.

Place-based education as a framework for tourism education in secondary schools: A case study from the Okavango Delta in Southern Africa

Tourism has been identified as a potential source of economic development and diversification in many developing countries. However, many of these countries are unable to fully leverage this potential due to a lack of human resource capacity within the hospitality and tourism industry. This lack of capacity is due in part to inadequate educational programming in the area of hospitality and tourism at secondary and tertiary levels. This study sought to address this problem through an exploration of the extent to which tourism education is incorporated into the secondary school curriculum in Botswana as well as ways to more fully do so. In particular, the researchers considered the potential value of place-based education as a theoretical framework for more fully incorporating tourism education into the secondary school curriculum in Botswana. The researchers relied on findings from a case study of a secondary school located in the Okavango Delta of Botswana to accomplish these two aims. The researchers found that tourism is addressed only to a limited extent within the school curriculum and that clear opportunities exist to enhance tourism education in secondary schools in Botswana.

Children, Substance Abuse and the Role of Social Work

The study determined children’s experiences of and views on substance abuse, and the role of social work practice. It adopted a quantitative approach using a descriptive survey design. Data were collected using structured questionnaires with a total of 100 randomly selected students from the Tshwaragano Junior Secondary School in Botswana. The data were coded and quantitatively analysed using SPSS. A research permit and permission to enter the school were obtained from the Institutional Review Board of the University of Botswana, and the Ministry of Education and Skills Development. Furthermore, parental or guardian informed consent was obtained before the data collection. The findings reveal that various illegal substances widely used by students manifested in psychosocial issues. Moreover, it was also affirmed that despite government programme interventions designed to end substance use in schools, the situation remained unabated. This paper recommends that social workers contribute to this area in order to play a greater role in advocating for their clientele to receive the most effective interventions so that they can fight substance abuse. The paper concludes that generating reliable empirical data will increase awareness on the subject with the aim of making schools a conducive and better environment for students.

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.

Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences

Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.

The Case for the Need for Personal Financial Literacy Education in Botswana Secondary Schools

Personal financial literacy (PFL) is an imperative life skill that all 21st-century students should have. Research shows that the levels of financial literacy in both developing and developed countries are very low across people of all ages. This deplorable state of affairs has negative implications on the well-being of the populace, as evidenced by increased indebtedness, lower saving, poor planning for retirement, and the making of many poor personal financial decisions. Recognizing the potential benefits of financial literacy at both individual and national levels, many countries have started to offer financial education in their schools. This article analyzed the business subjects’ curriculum at secondary school level in Botswana and literature published on the subject of PFL, and found that there exists a gap in this area and a need to offer PFL to all learners in the school system. Despite the need for such a move, Botswana does not have a deliberate program in its curriculum that specifically addresses this problem. This article discusses the benefits of personal financial education, the inadequacy of current business subjects to meet this need, and concludes by recommending a mandatory PFL subject in the Botswana secondary school curriculum.

Factors Influencing the Poor Academic Performance of Learners with Vision Impairment in Science Subjects in Kgatleng District in Botswana

This study employed qualitative research design. The main purpose was to determine factors that influence the poor academic performance of learners with vision impairment in science subjects at a senior secondary school in Botswana. Using purposeful sampling, 14 learners and 5 teachers were selected for the study. Data collection involved interviews, observation and document analysis. The findings revealed that multiple factors influence the poor performance of learners with vision impairment. The factors include shortage of human and material resources, teaching methods, teacher and learner attitudes. It is very clear from the findings that learners with vision impairment are experiencing challenges in learning science that are a result of deficient pedagogical practices, shortage of specialised teachers of science and material resources. The study, therefore, recommends intensive review of human resource deployment policies and improved monitoring and evaluation of inclusive education practices in schools if learners with vision impairment are to achieve the desired outcomes. https://doi.org/10.26803/ijlter.16.11.2 Â

IS AFFIRMATIVE ACTION NECESSARY FOR BOTSWANA

This study sought to find out if affirmative action is necessary in Botswana given the fact that various groups of people are being discriminated against in various ways. These groups of people include: ethnic minority groups, married women, and girls. The study answered various questions and addressed various objectives. The questions were: 1. Should minority languages be used to broadcast certain programmes in the national media such as national radio stations and the national television station? 2. Should minority languages be used in the print media to disseminate information of national importance? 3. Should minority languages be used as media of instruction in Botswana public primary and secondary schools? 4. Should neutral words be used to name land boards and the country Botswana instead of the use of names that promote the languages of the majority ethnic groups as it is currently the case? 5. Should the requirement that married women get the consent of their husbands to obtain loans from banks or when applying for plots (land) be discontinued? 6. Should cultures that promote the education for boys at the expense of education for girls discontinue the practice? 7. Should the number of women both in Parliament (National Assembly) and Councils be increased to ensure that women have more representations in these institutions? 8. Should all senior tribal authorities recognized by their tribes as chiefs be referred to as Paramount Chiefs so that the House of Chiefs become a non-discriminatory institution? 9. Based on the responses, what recommendations can you make that can be implemented to remedy the current situation in which minority languages are marginalized and discriminated against in broadcasting all the programmes on national radio stations and Botswana’s only television station? The objectives were: 1. To find out if the minority languages in Botswana should be used to broadcast certain programmes in the national media such as the national radio stations and the national television station. 2. To find out if minority languages should be used in the print media to disseminate information of national importance.3. To find out if minority languages should be used as media of instruction in Botswana public primary and secondary schools.4. To find out if neutral words should be used to name land boards and the country Botswana instead of the use of names that promote the languages of the majority ethnic groups as it is currently the case.5. To find out if the requirement that married women get the consent of their husbands to obtain loans from banks or when applying for plots (land) should be discontinued. 6. To find out if cultures that promote the education for boys at the expense of girls should discontinue the practice.7. To find out if the number of women both in Parliament (National Assembly) and Councils should be increased to ensure that women have more representations in these institutions/8. To find out if all senior tribal authorities recognized by their tribes as chiefs should be referred to as Paramount Chiefs so that the House of Chiefs becomes a non-discriminatory institution. 9. To determine recommendations that can be implemented to remedy the current situation in which minority languages are marginalized and discriminated against in as far as the national media is used in Botswana. The study intended to sample a reasonable number of students in a class of thirty-five (35). Questionnaires, which were the only data collection instrument used, were distributed to all students in class. Only four (4) students responded to the questionnaire. They therefore, formed the sample for the study. The study found that all the groups identified (ethnic minority groups, married women, and girls) were discriminated against in various ways by various groups of people in Botswana. As a result, affirmative action was found to be a necessary remedy to address the situation and various recommendations were identified to address specific situations. For example, on the issue of exclusion of minority ethnic groups’ languages with respect to their use in the national media, it was recommended that these languages be used in such media so that they are treated with equal dignity visa-a-vis the languages of majority ethnic groups. Article visualizations:

Leadership and school success: Barriers to leadership in Botswana primary and secondary schools

This paper explored two issues as follows: the influence school leaders have on school performances and factors that hinder school leaders’ efforts to achieve school success in Botswana secondary and primary schools. The subjects of the study were 199 teachers and 21 members of the senior management team in primary and secondary schools in Botswana. The participants were to analyse, through semi-structured interviews and a closed-ended questionnaire, the leadership patterns of their leaders and the barriers to effective leadership in schools. The findings revealed that, generally, leaders in Botswana schools practise democratic leadership although not without barriers. Chief among the barriers are the imposition of policies through numerous directives from the Ministry of Education and drug abuse by students supplied by some adults in society. The study ends with a conclusion that draws from the discussion of the findings and relevant studies to the subject being discussed.

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.