Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa

Queen-Mary, Thobela Nozidumo; Mtapuri, Oliver

doi:10.15700/201412120945

Cited by 11 publications

(2 citation statements)

References 8 publications

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“…The questionnaire comprised of 50 variables structured in a self-report manner associated with the research characteristics. The characteristics of TAM have been ascertained to verify the purpose to adopt [ 38 , 39 ]. In this research study, perceived usefulness and perceived usability were evaluated by means of a 7-point Likert Scale rated from 1 to 7 with choice ordered from 1 (extremely likely) as the lowest to 7 (extremely unlikely) as the highest.…”

Section: Tool Deploymentmentioning

confidence: 99%

A Study on Students Acquisition of IT Knowledge and Its Implication on M‐Learning

Balavivekanandhan

Arulchelvan

2015

The Scientific World Journal

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The boom in mobile technology has seen a dramatic rise in its usage. This has led to usage of mobiles even in the academic context for further learning. Although the advantages of m-learning (mobile learning) are visible, studies are required to address the aspects that shape its virtual expectations. The acceptance of mobile technology relies mostly on how the students feel about mobile technology fitting into their requirements. Yet, in spite of the significance in the potential of m-learning, research studies have only inadequate data to identify the factors that influence their decision to adapt the mobile technology for the purpose of learning. To deal with this space, the present study was undertaken to correlate the IT skills of students with their impact on their acceptance of m-learning. The research study found that the perceived usability along with the usefulness of m-learning impacts the association between IT expertise and the objective of learners' acceptance of m-learning. A survey of 892 students from Engineering, Arts, and Science Colleges found that IT skills influence student's acquisition of m-learning technology. Specialized and advanced skills in mobile technology along with basic skills play a significant role in influencing a student to accept m-learning. But no specific substantiation has been established to support the statement that highly developed IT skills have influenced the students to accept m-learning.

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Section: Tool Deploymentmentioning

confidence: 99%

A Study on Students Acquisition of IT Knowledge and Its Implication on M‐Learning

Balavivekanandhan

Arulchelvan

2015

The Scientific World Journal

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“…(QueenMary & Mtapuri, 2014, p. 3) [44] In the case of this study, it is evident that the government's legislative mandates are the driving force in organisational changes at public schools. Resisting forces include established customs and practices, teacher union agreements and the organisation's culture.…”

Section: Strategies Used To Empower Implementation Of Capsmentioning

confidence: 73%

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

Calvin

2019

j. of int. educ. and pract.

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This qualitative study was undertaken to investigate how district officials implemented Curriculum and Assessment Policy Statement in the Vhembe West District in South Africa. Interview data were collected and used for themes identification. The study identified the following challenges that the district officials experienced as they performed their duties: insufficient resources, lack of finances to buy learning and teaching support materials, infrastructure failures, the district’s inadequate support to schools, shortage of district officials in certain disciplines, unclear roles, lack of collaboration, unavailability of follow-up visits, the shortage of computers for the district officials and teacher support materials, bribery and corruption of selling principalship posts, slow filling of district officials posts, and inappropriate skills for school management and leadership. The study concluded that qualified district officials should be appointed, ongoing support from the Department of Basic Education and provision of resources in ensuring smooth curriculum implementation is needed, and bribery and corruption should be stopped when school principal appointments are made. This study also concludes that the district officials should be continuously capacitated so that they should be able to meet curriculum challenges, and the Department of Basic Education should speed up the curriculum delivery by ensuring that the vacancies are filled up.

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Challenges influencing teachers' involvement in continuous professional development: A South African perspective

Geldenhuys

Oosthuizen

2015

Teaching and Teacher Education

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Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa

Cited by 11 publications

References 8 publications

A Study on Students Acquisition of IT Knowledge and Its Implication on M‐Learning

A Study on Students Acquisition of IT Knowledge and Its Implication on M‐Learning

Implementing the Curriculum and Assessment Policy Statement: A Case Study of the Vhembe West District, South Africa

Challenges influencing teachers' involvement in continuous professional development: A South African perspective

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