Research Output
http://hdl.handle.net/10394/1865
2024-03-19T08:48:48ZKinderkinetics motor intervention framework for children with developmental coordination disorder: an e-delphi perspective
http://hdl.handle.net/10394/42413
Kinderkinetics motor intervention framework for children with developmental coordination disorder: an e-delphi perspective
Du Plessis, Aletta M; De Milander, Monique; Coetzee, Frederik F; Coetzee, Dané
Developmental coordination disorder (DCD) is a motor coordination disorder
that persists if intervention is not provided. Local guidelines are unavailable for
intervention in children with probable DCD (p-DCD), and the aim of this study
was to develop a motor intervention framework focusing specifically on the
South African population within the scope of kinderkinetics, based on expert
information, as a guideline for children with DCD or p-DCD. Twenty-nine
kinderkinetics experts from South Africa participated in a three-round e-Delphi
process. Round one obtained consensus and opinions from the experts by
reviewing literature findings on intervention for children with DCD or p-DCD.
Rounds two and three were based on answers and opinions provided in round
one to determine an 80% agreement to accept the statement. Ten main elements
formed the foundation for the motor intervention framework. The main focus
areas of the framework were intervention planning, goal setting, intervention
approaches, intervention apparatus, intervention delivery mode, additional role
players, settings, dosage (time, duration, frequency and number of sessions), and
evaluation. Understanding that the causes of DCD are heterogeneous was
essential in finalising the framework. The research provided unique and collated
feedback from kinderkinetics experts to develop a motor intervention framework
for children with DCD or p-DCD within the scope of kinderkinetics in South
Africa.
2023-01-01T00:00:00ZThe principals’ role in developing social capital for the promotion of healthy school environments
http://hdl.handle.net/10394/42335
The principals’ role in developing social capital for the promotion of healthy school environments
Kwatubana, Siphokazi
School leaders’ individual and collective efforts are essential in the promotion of healthy school environments. In this respect, the building of social capital is very important for a school’s improvement. The aim of this paper was to determine the role principals played in developing social capital to enhance healthy school environments. The study was conducted in two districts, one in the Gauteng and the other in the Free State provinces of South Africa. It was undertaken as a qualitative research study that involved seven participants. Data collection strategies employed included narratives, individual interviews and field notes. The study was considered important in its application of the social capital theory to
determine the role of principals in soliciting economic resources for their schools. From the findings, the main challenge that was common in all the participating schools was the lack of resources for the Promotion of Healthy School Environments. It was found that some principals were able to identify and approach companies that could assist their schools but were then unable to build trusting relationships. In view of the findings, this research recommends training to equip principals with skills to enable them to mobilise resources by taking advantage of social capital in their communities
2017-01-01T00:00:00ZStakeholder perceptions of the determinants of reputation in South African public schools
http://hdl.handle.net/10394/42334
Stakeholder perceptions of the determinants of reputation in South African public schools
Kwatubana, Siphokazi
This research focuses on perceptions of reputation in black township schools in South Africa. The call for the provision of equal education compels school managers to be proactive in their efforts to build reputation for continuity and to remain educationally effective. Data was generated from four categories of stakeholders: parents, educators, school managers and clerks by means of narratives and semi-structured interviews. The findings revealed reputation as multi-dimensional and that there were main reputational signals that stakeholders focused on when making their judgments, these included academic performance, organisational climate and emotional appeal. All participants regarded character, academic and experiential reputations as the main determinants of a general school’s reputation. Only internal stakeholders regarded social responsibility as important in determining reputation
2014-01-01T00:00:00ZLeadership styles that would enable school leaders to support the wellbeing of teachers during COVID-19
http://hdl.handle.net/10394/42333
Leadership styles that would enable school leaders to support the wellbeing of teachers during COVID-19
Kwatubana, Siphokazi; Molaodi, Vivian
In times of crisis, people look up to their leaders and expect that they would minimise the impact of the crisis at hand. Leaders in such situations must grasp and address the crisis while maintaining a sense of normality. In this research, we drew on data from a literature search to
answer the following question: What can be learnt from studies on teacher wellbeing during the COVID-19 crisis, that can help us to determine the leadership style needed to support teacher wellbeing? A literature search was conducted to create a database of articles that
focused on teacher wellbeing during the COVID-19 crisis and school leadership. The following four keywords/phrases were used during the search: crisis management in schools; crisis management during COVID-19 in schools; leadership styles for crisis management; and leadership styles in support of teacher wellbeing during crisis situations. The review included both national and international studies. This paper highlights two leadership best practices for navigating teacher wellbeing challenges posed by the coronavirus pandemic, namely
distributed leadership and compassionate leadership.
2021-01-01T00:00:00Z