Mosenodi - Volume 10, Issue 1, 2002
Volume 10, Issue 1, 2002
Development of working relationships between indigenous and expatriate teachers in Botswana : a case studyAuthor S. Brown, B.A. & SchulzeSource: Mosenodi 10, pp 3 –22 (2002)More Less
The education reform efforts in Botswana have focused predominantly on teacher preparation, recruitment and compensation. Recruitment efforts have resulted in a significant number of expatriates working with indigenous teachers in many schools. However as the schools are currently upgraded and restructured, the quality of the working relationships forged between indigenous and expatriates teachers represents one vital aspect in the reform effort that has gone almost unattended This article presents the findings of an exploratory study of the development of working relationships between indigenous and expatriate teachers in Botswana. Using a qualitative approach including phenomenological interviews, observations and document analysis, along with a micro-political perspective, the study documents the ambiguity and uncertainty obligations interest and prerogatives - influenced by culture and the interplay of micro-politics - that indigenous and expatriate teachers bring to these relationships and the strategies that they use to shape these relationships in ways consistent with their own self-interest. The study raises important issues concerning the formation of working relationships across culture and micro-politics in schools.
Author Martin M. MokgwathiSource: Mosenodi 10, pp 23 –27 (2002)More Less
The purpose of this study was to measure the emergence of autonomy over differing contexts in the physical education teacher education program at the University of Botswana. The participants in this study were twenty-five students in their third year enrolled in the Bachelors degree program and thirty-six second year diploma in Physical Education students at the University of Botswana over a two year period Changes in the facilitation (autonomy among the participants were measured using the Steers and Braunstein (1976) Manifest Need Questionnaire. The results indicated that the different groups responded differently to the learning environment presented Those groups who had previously experienced some independence in planning and implementing lessons showed a greater increase in autonomy while those experiencing independence for the first time that year showed less autonomy. The result suggest that not only must the learning environment be provided, hut that teachers in this case pre-service teachers, must alo5o he taught how to use that learning environment / or professional growth.
Towards a conceptual entrepreneurial curriculum : images and conceptions of an entrepreneur in Botswana senior secondary schoolsAuthor Colwasi Gabriel MthunziSource: Mosenodi 10, pp 28 –42 (2002)More Less
This article reports a study that was carried out to explore the perceptions and images of an entrepreneur among teachers and students in Botswana Senior Secondary Schools. The investigative survey method with questionnaires was used to collect data. The results showed that students and teachers in Botswana have a bi-perceptual image of an entrepreneur the study also showed that teachers and students do not easily relate entrepreneurial studies with real life activities. The article proposes a broad framework of a bi-perceptual entrepreneurial curriculum model based on entrepreneurial psychological correlates and the bi-perception image of an entrepreneur as perceived in Botswana Senior Secondary Schools.
Source: Mosenodi 10, pp 43 –54 (2002)More Less
This study was a survey that investigated how realistic is it to expect the use of computers in the teaching and learning of school mathematics at senior secondary level in Botswana. Data sample consisted of 43 subjects, of whom 35 were mathematics teachers from seven senior secondary schools in the southern part of the country, six participants were school head and two were principal education officers. While teachers completed a 30-item questionnaire, the other participants were interviewed. In the teachers' opinion, it is currently not feasible to use computers in school mathematic teaching and learning in Botswana. Evidence indicates that computers in School are of limited quantity designated for general purpose- computer awareness or computer studies programmes mainly. Other impending factors especially teacher support and how this is been addressed is discussed.
Author Bolelang C. PhekoSource: Mosenodi 10, pp 55 –65 (2002)More Less
This paper aims to show gender distribution in the management of Secondary schools in Botswana between female and male teachers in order to highlight the gap that exists. It probes why there is gender inequality in Botswana secondary school management since the numbers of both female and male teachers are almost equal and they have similar qualification, but promotions do not reflect that pattern. The disparity continues even though there is a policy on Women in Development established in 1995, which emphasizes equality and was driven by both the global and national demand gender equality.