Browsing by Author "Khalanyane, Tankie"

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    Challenges confronting supervision at the National University of Lesotho
    (ResearchGate, 2022-07) Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, Tankie
    Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors. The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enrol in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field.
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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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    The role of teacher educators in curriculum reforms in Lesotho schools
    (ResearchGate, 2022-06) Chere-Masopha, Julia; Tlali, Tebello; Khalanyane, Tankie; Sebatane, Edith
    To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher educators about their role in the preparation of teachers for curriculum reforms in Lesotho schools. A questionnaire was used to collect data that were analysed thematically. The results obtained indicate that: teacher educators are involved in a limited way in Lesotho curriculum reforms; and they have limited knowledge about the current reforms. As a result, their training practices do not target to prepare teachers for the reforms introduced in schools. This explains why many studies have found teachers to be ill-prepared for any curriculum reforms in Lesotho. These findings raise awareness on the issue that teacher educators should be involved in the reforms in Lesotho. Therefore, the main recommendation of this study is to engage teacher education providers so as to make the reforms successful.
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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.