Papers by Dr. Ferdinand N Kamati
International Journal for Multidisciplinary Research (IJFMR), 2023
The purpose of this study was to re-evaluate the school-related factors that are impeding the app... more The purpose of this study was to re-evaluate the school-related factors that are impeding the application of teacher leadership in an attempt to improve academic rural performance of learners. The study included 8 purposely chosen schools that used a qualitative case study design. In the data collection process, interviews, observations, and various documents were used as instruments. Previous studies on factors, as well as the theoretical frameworks of Distributed leadership theory and symbolic interactionalism theory, were used to compare and contrast the study findings. The findings reassured that teacher leadership practices even in rural schools compared to urban schools were hindered by the lack of cooperation and collaboration, lack of incentives and recognition and the lack of motivation and support. However, the study finds arising factors such as ; negative attitude, ignorance, lack of self-esteem and self-confidence, time limitation, traditional leadership structure and lack of leadership skills as new hindering factors as contribution to the discourse of teacher leadership. These factors are personal oriented and less of structural oriented. As a result, while the study calls for a review of current policies to be geared toward psychological supports to motivate teachers and bring about a cultural mind shift that fosters awareness to allow teachers to exercise leadership and subsequently improve school performance.
International Journal for Multidisciplinary Research (IJFMR), 2023
The significance for teacher leadership has received great attention, however its application rec... more The significance for teacher leadership has received great attention, however its application received minimal attention, hence this study explored the application of teacher leadership practices at secondary schools in Namibia. Using a qualitative research approach, the study interviewed forty-five (45) participants who were chosen purposively selected from three (3) secondary schools in Namibia. Key findings revealed that teachers practice leadership roles across six spheres of Kentucky's teacher leadership model. In Sphere One: teachers lead in the classroom, in Sphere Two: teachers lead through modelling and coaching. Further, in Sphere Three: teachers lead groups and teams; in Sphere Four: teachers lead to increase teachers' voice and influence, in Sphere Five: teachers leading to professionalise teaching and in Sphere Six: teachers lead to connect the school to the entire community or world. The study recommends that the Ministry of Education, Arts and Culture (MoEAC) provides leadership opportunities for teachers through contemporary tailor-made leadership development programmes to enable teachers to inform the education system productively. In addition, incentives and recognition should be maximised to acknowledge and motivate both formal and informal teacher leadership practices for improved quality of educational leadership.
SRYAHWA PUBLICATIONS, 2024
This qualitative study aimed to investigate the strategies employed by grade 8 mathematics teache... more This qualitative study aimed to investigate the strategies employed by grade 8 mathematics teachers when
teaching learners with disabilities in a mainstream classroom, with a specific focus on the Oshana Region in
Namibia. In pursuit of this objective, face-to-face interviews were conducted with 12 grade 8 teachers,
providing valuable insights into the practical approaches utilized in inclusive mathematics education.
The findings of this study revealed several key strategies utilized by these teachers to promote inclusive
education. Differentiated instruction emerged as a cornerstone, with teachers tailoring their teaching
methods to meet the unique learning needs of each student. Collaborative learning played a pivotal role,
fostering peer support and problem-solving. The integration of hands-on learning made abstract
mathematical concepts more tangible, and technology was effectively employed to engage students with
diverse learning styles. Scaffolded instruction provided structured support to facilitate student learning,
ensuring that each student received the right level of assistance. These strategies were underpinned by
inclusive education principles that recognized the unique strengths and challenges of every student, creating
an inclusive and welcoming learning environment.
In light of these findings, it is recommended that the Oshana Region Directorate of Education and the
Ministry of Education, Arts, and Culture (MoESC) collaborate to enhance teacher training in inclusive
education, allocate resources to support these strategies, and implement a comprehensive inclusive
education policy. Additionally, further research is needed to explore the long-term impact of inclusive
education practices on students' academic and social outcomes and to assess the effectiveness of inclusive
curriculum development and assessment practices in the region. These efforts will contribute to the
advancement of inclusive mathematics education in the Oshana Region and beyond.
Scientific Research Publishing, 2022
The study seeks to investigate the factors that contribute to poor problem-solving skills in Grad... more The study seeks to investigate the factors that contribute to poor problem-solving skills in Grade 8 Mathematics learners at three combined schools in the Ongha circuit. A case study design was used within the qualitative approach. A theory of Vygotsky's social constructivism theory of cognitive development was used as the theoretical framework of this study. The population for this study comprised all 19 Grade 8 Mathematics teachers from three combined schools in Ongha Circuit, in the Ohangwena region. A sample comprising six Grade Eight Mathematics teachers was then chosen purposively from the three combined schools in Ongha Circuit. An interview guide was used to collect data from the Mathematics teachers. Data were analyzed using themes that were discussed later. The literature and the theoretical framework were used to compare and contrast the study findings. Participants revealed that problem-solving skills have a long-term effect on learners' learning. The study uncovered that learners with poor problem-solving skills experience difficulties in solving mathematical problems and in daily life. The study also unveiled that the factors that contribute to poor problem-solving at the combined school were language problems, lack of resources, lack of mathematical pedagogical knowledge, lack of involvement of parents, lack of motivation and support, and lack of training and workshops. It can therefore be suggested from the results of this study, that some of the strategies that can be applied to enhance learners' problem-solving skills in mathematics are such as allow learners to do more practice, designing suitable examples and activities, using different teaching strategies, using key mathematical terms and use more teaching aids. The study further recommends the school management to provide teaching and learning resources, organize min-trainings How to cite this paper: Chirimbana, M.,
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Papers by Dr. Ferdinand N Kamati
teaching learners with disabilities in a mainstream classroom, with a specific focus on the Oshana Region in
Namibia. In pursuit of this objective, face-to-face interviews were conducted with 12 grade 8 teachers,
providing valuable insights into the practical approaches utilized in inclusive mathematics education.
The findings of this study revealed several key strategies utilized by these teachers to promote inclusive
education. Differentiated instruction emerged as a cornerstone, with teachers tailoring their teaching
methods to meet the unique learning needs of each student. Collaborative learning played a pivotal role,
fostering peer support and problem-solving. The integration of hands-on learning made abstract
mathematical concepts more tangible, and technology was effectively employed to engage students with
diverse learning styles. Scaffolded instruction provided structured support to facilitate student learning,
ensuring that each student received the right level of assistance. These strategies were underpinned by
inclusive education principles that recognized the unique strengths and challenges of every student, creating
an inclusive and welcoming learning environment.
In light of these findings, it is recommended that the Oshana Region Directorate of Education and the
Ministry of Education, Arts, and Culture (MoESC) collaborate to enhance teacher training in inclusive
education, allocate resources to support these strategies, and implement a comprehensive inclusive
education policy. Additionally, further research is needed to explore the long-term impact of inclusive
education practices on students' academic and social outcomes and to assess the effectiveness of inclusive
curriculum development and assessment practices in the region. These efforts will contribute to the
advancement of inclusive mathematics education in the Oshana Region and beyond.
teaching learners with disabilities in a mainstream classroom, with a specific focus on the Oshana Region in
Namibia. In pursuit of this objective, face-to-face interviews were conducted with 12 grade 8 teachers,
providing valuable insights into the practical approaches utilized in inclusive mathematics education.
The findings of this study revealed several key strategies utilized by these teachers to promote inclusive
education. Differentiated instruction emerged as a cornerstone, with teachers tailoring their teaching
methods to meet the unique learning needs of each student. Collaborative learning played a pivotal role,
fostering peer support and problem-solving. The integration of hands-on learning made abstract
mathematical concepts more tangible, and technology was effectively employed to engage students with
diverse learning styles. Scaffolded instruction provided structured support to facilitate student learning,
ensuring that each student received the right level of assistance. These strategies were underpinned by
inclusive education principles that recognized the unique strengths and challenges of every student, creating
an inclusive and welcoming learning environment.
In light of these findings, it is recommended that the Oshana Region Directorate of Education and the
Ministry of Education, Arts, and Culture (MoESC) collaborate to enhance teacher training in inclusive
education, allocate resources to support these strategies, and implement a comprehensive inclusive
education policy. Additionally, further research is needed to explore the long-term impact of inclusive
education practices on students' academic and social outcomes and to assess the effectiveness of inclusive
curriculum development and assessment practices in the region. These efforts will contribute to the
advancement of inclusive mathematics education in the Oshana Region and beyond.