Theses and Dissertations

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https://hdl.handle.net/20.500.14155/181

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Browsing Theses and Dissertations by Author "Khalanyane, Tankie"

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    Factors contributing to teacher attrition in some selected primary schools in Quthing
    (National University of Lesotho, 2021-07) Khaketla, Khabele Lesley; Tlali, Tebello; Khalanyane, Tankie
    The aim of this study was to investigate the factors that contributed to teacher attrition at primary schools in Quthing. To achieve this purpose, I adopted the qualitative approach to the study. The population of the study was all principals and teachers in all schools in Quthing district. Purposive sampling was used to select twenty-four participants that formed part of the study. The data were collected from the four principals and twenty teachers through semi- structured interviews and focus group interviews. The collected data were transcribed and analysed thematically. The findings from the participants revealed that teacher attrition is mostly ascribed to poor working conditions such as workload, teacher burnout, poor infrastructure, lack of motivation and support, handicapped interpersonal relationships and poor salaries. The study concluded that teacher attrition is high in Quthing. Recommendations of the study are that principals should draw policies of school development and encourage their subordinates to develop professionally.
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    Secondary school teachers' experiences of teaching learners with learning disabililities in mainstrean classrooms in Qacha's Nek
    (National University of Lesotho, 2025) Lekena, Ntsoaki; Matsie, Nthama; Khalanyane, Tankie
    This qualitative case study investigates the experiences of secondary school teachers in addressing the educational needs of learners with learning disabilities in Qacha’s Nek District, drawing on Bronfenbrenner’s Ecological Systems Theory as the theoretical framework. Eight teachers were purposely selected, four from an urban school and four from a rural counterpart and engaged in semi-structured interviews to provide in-depth insights into their practices and perceptions. Thematic analysis of the data revealed a spectrum of experiences: while some teachers expressed a sense of fulfilment in supporting learners with learning disabilities, others encountered considerable challenges. These included overcrowded classrooms, inadequate teaching and learning resources, limited specialized training, and the complex task of meeting diverse learner needs within mainstream settings. Additional barriers such as insufficient professional development opportunities and learner absenteeism without official authorization further hindered effective pedagogical interventions. Such challenges significantly constrain teachers’ ability to deliver inclusive and high-quality education, often contributing to the underperformance of learners with learning disabilities. In light of these findings, the study recommends strategic interventions, including the recruitment of more teachers to lower learner-teacher ratios, the implementation of continuous professional development in inclusive education, and the allocation of sufficient resources to support teaching and learning. Furthermore, it urges the Ministry of Education and Training to adopt a holistic approach to strengthening inclusive education across both urban and rural schools, thereby promoting equitable access to meaningful learning experiences for all learners.