Mosenodi - Volume 9, Issue 1, 2001
Volume 9, Issue 1, 2001
Author Dumma C. MapoleloSource: Mosenodi 9, pp 3 –15 (2001)More Less
This study was designed to investigate the pedagogical focus of Standard Seven primary school teachers when teaching mathematics. A questionnaire was administered to 200 Standard Seven primary school teachers in five zones of the country. The results show that although teachers believe in teaching mathematics for understanding, spend more time on drill for computational competency. Furthermore teachers reported that preparing students for the Primary SchoolLeaving Examinations PSLE) was not a focus factor when teaching mathematics since PSLE no longer a selection examination for entry into Community Junior Secondary Schools. The findings also show that primary school teachers do not have adequate support structures for enhancing their content knowledge and pedagogical content knowledge.
Source: Mosenodi 9, pp 17 –24 (2001)More Less
This study surveys the existing recreational facilities in Southern Botswana schools for children with disabilities. All the 14 schools for individuals with disabilities in Southern Botswana were used for the study. The recreational facilities considered included archery, bowling and goal ball facilities, swimming pools, badminton, basketball, handball, net-ball, tennis and volleyball courts, soccer and softball pitches. Using the statistic for the test for significance of proportions, at 0.05 alpha level, it was observed that the proportion of archery, bowling and goal-ball facilities; badminton, handball, net-ball and tennis courts and softball pitches in the schools were not significantly provided for by the schools' managements. However, the proportion of basketball and volleyball courts, soccer pitches, swimming pools and table tennis boards provided were not significantly different from the 0.5 (50%) chosen as the expected proportion. Hence these were accepted as having been adequately provided for. The researchers recommend assistance from individuals, non-governmental organisations and the government of the Republic of Botswana for the provision of more recreational facilities for these children with special needs.
Sources and incidence of occupational stress among Zimbabwean teachers : research findings and their implicationsAuthor Tichatonga J. NhunduSource: Mosenodi 9, pp 25 –41 (2001)More Less
The present study investigated the sources and incidence of self-reported teacher stress in a context in which selected demographic characteristics and school variables were incorporated in the research design. The results of the survey of 478 teachers who completed a self-administered occupational stress questionnaire revealed that 36.03% teachers rated their work as either very stressful or extremely stressful. Results also showed that biographical characteristics of the research sample mitigated self-reported teacher stress. Male and rural teachers found their work to be more stressful, while severity of self-reported teacher stress diminished with teaching experience. Implications of the results of this study were explored and several recommendations made.
Author Tom BartlettSource: Mosenodi 9, pp 43 –52 (2001)More Less
Two contrasting and conflicting models of appraisal are presented and discussed. Based on research carried out in 1999, the scheme of appraisal used in Botswana Secondary Schools is evaluated, with the focus on participants' perceptions of its purpose, practice and effectiveness. The author argues that the present system is largely ineffective in achieving its stated aims or the wider aims of improving the quality of teaching. He argues that in the light of more recent policy initiatives, such as parallel progression and the Revised National Policy on Education the scheme of appraisal is in need of a major review, and he advocates for differentiated schemes of appraisal for teachers at varying stages of their career.
Promoting civic and moral skills in students through enhancing open-approach methodology in moral religious educationAuthor James o. AwinoSource: Mosenodi 9, pp 53 –58 (2001)More Less
An open-approach to the teaching of moral-religious education is explored in term of how it can be enhanced to promote civic and moral skills in students. The results of the study show that respondents tended to confirm the open approach 10 moral-religious education for the promotion of moral and civic skills. They also tended to agree with the most preferred means of preventing AIDS in line with an open approach to moral-religious education. At the top of the rank is abstinence followed by faithfulness which requires more self discipline.