Browsing by Author "Matsie, Nthama"

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    Modelling Secondary School stdudents' attitudes towards TVET subjects using social cognitive and planned behaviour theories
    (Elsevier, 2023-04-06) Ayanwale, Musa Adekunle; Molefi, Rethabile Rosemary; Matsie, Nthama
    Technical Vocational Education and Training (TVET) has been a part of most developing African countries, including Lesotho. Africa’s collapsing economies will receive a true economic bailout if they produce readily employable and self-employed graduates. There are several factors that influence student attitudes toward TVET, including the perceived influence of their families, the impact of society, and the impact of their schools. This study aimed to examine the interrelationships and effects of these variables on attitudes toward TVET. Social Cognitive Theory and Planned Behavior are the theoretical underpinnings of the study. Three hundred and six students in the Mafeteng district were sampled for this quantitative study. IBM SPSS 28 and Smart PLS 4.0.7.2 were used to analyze the measurement and structural models based on the data collected through a question- naire. The study found that perceived family influence and societal influence had a significant causal relation to attitudes toward TVET but that the school does not provide enough support for students in TVET education, which impedes their education level. Study findings provide insight into how Lesotho educational policymakers and practitioners can promote TVET as a viable educational and career option by improving students’ attitudes towards TVET subjects. For career guidance, learners were recommended to be taken to TVET colleges and universities
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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.