Zimbabwean female principals’ promotion of children’s rights in disadvantaged school contexts
- Authors: Zikhali, Joyce T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Children’s rights , Child labour , Child abuse , Exploitation of children
- Type: Article
- Identifier: uj:6143 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13186
- Description: This is qualitative multiple case study explored the extent to which children’s rights are observed in five disadvantaged school contexts in Masvingo District in Zimbabwe. Data were collected through one-hour individual in-depth interviews. The participants comprised five school heads, four deputy school heads and three teachers-in-charge (TICs). Content analysis was used to analyse the data. The data revealed that a number of children’s rights were being flouted. The children’s families were generally poor as a result children did not have adequate time to rest and play as they helped to augment family income through working in the fields and vending. The schools lacked adequate facilities and furniture exposing children to discomfort and harsh weather conditions. Some guardians exploited resources meant for orphans for their personal use. Older boys at times sexually abused younger girls. Some teachers applied corporal punishment to school children. The study recommends that government set up programmes that educate the populace on children’s rights and the need to respect them. It should invest more resources and improve the conditions in disadvantaged schools. Needy children should be on payroll and should be placed in homes where the government working with other stakeholders could take care of them.
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Zimbabwean school principals’ reflections on assuming leadership positions
- Authors: Perumal, Juliet Christine , Zikhali, Joyce T.
- Date: 2014
- Subjects: Women school principals - Zimbabwe , Educational leadership - Zimbabwe
- Type: Article
- Identifier: uj:6144 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13187
- Description: This study investigated the experiences of female school principals in Zimbabwe who have been appointed to positions of school leadership. The aim of the study was to explore their levels of readiness to assume leadership positions. A multiple case study was adopted and views on preparation for school leadership as outlined by Rhodes, Brundrett, and Nevill [1] provided theoretical support for the study. Individual in-depth interviews were conducted with a purposive sample of twelve female school principals. The data were presented using narrative vignettes and these vignettes were analysed using critical discourse analysis. The study revealed that all the heads were appointed to leadership positions on the strength of their teaching experience as senior teachers. On appointment, only a few were psychologically ready to take up posts as school leaders. The study recommends that Zimbabwe adopts a national qualification programme for the preparation of prospective school leaders; and provide in-service training to practicing teachers before they are appointed to leadership positions.
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