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All Journal Journal of Educational Management and Instruction (JEMIn) Indonesian Journal of Education and Social Science Journal of Multidisciplinary Research and Development
Haufiku, Isidor
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Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Journal of Multidisciplinary Research and Development

 1 
Motivation Strategies to Improve Learners’ Participation and Performance. Haufiku, Isidor; Shoopala, Tresia
Journal of Multidisciplinary Research and Development Vol. 2 No. 1 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v2i1.1013

Abstract

The main purpose of this study was to explore the motivation strategies to enhance Secondary School learners’ participation and performance in Mathematics in Elim circuit in the Omusati Region, Namibia. The study used a case study qualitative research design. Data were collected using interview, Observation and documents analysis. Twenty participants (20) (consisted of 3 principals and 17 teachers) were purposefully selected from 3 schools in Elim Circuit in the Omusati Region. The study revealed that most teachers and principals in the study area they motivate learners through intrinsic motivation by give them positive feedback, teachers enthusiasm in their work and learners as well as extrinsic motivation by giving them a token of appreciation, financial rewards and awarding the certificate of best performing or most improved learners. The study recommended that teachers in Elimi Circuit should plan and make their lesson interesting by integrating technology, build confidence of learners, prioritise group work, teachers should be resourceful and they should continue to combine intrinsic and extrinsic motivation strategies when motivating the learners.
Factors Inhibiting Teachers’ Curriculum delivery in Rural Secondary Schools of Namibia Haufiku, Isidor; Mukenegeli, Elizabeth.Naitha.; Nakambale, Immanuel Nghitotelwa
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.1382

Abstract

The persistent decline in teachers' performance within the Shambyu Circuit has raised significant concerns, necessitating an investigation into the factors inhibiting effective curriculum delivery. This study examined the challenges affecting teachers' instructional practices in the Shambyu Circuit, Kavango-East Region, Namibia. A convergent parallel mixed-method research design was employed, integrating both quantitative and qualitative approaches. Data were collected through a survey questionnaire and focus group discussions. Quantitative data were analyzed using descriptive statistical methods, while qualitative data underwent thematic analysis. The findings revealed that several factors hinder effective curriculum delivery at the school level, including inadequate teaching and learning resources, poor infrastructure, ineffective leadership styles among school administrators, and low levels of teacher motivation. Furthermore, teacher-related factors such as deficiencies in pedagogical skills, professional communication, creativity, subject knowledge, and technological integration were identified as significant impediments to effective teaching. Additionally, the study established that teachers in the circuit lack access to continuous professional development (CPD) programs, further exacerbating these challenges. Based on these findings, the study recommends that the Ministry of Education, Arts, and Culture allocate adequate teaching and learning resources to schools to enhance instructional quality. Furthermore, regular leadership development programs should be implemented for school administrators, while ongoing professional development workshops should be provided for teachers to strengthen their pedagogical competencies and subject expertise.
Co-Authors Mukenegeli, Elizabeth.Naitha. Nakambale, Immanuel Nghitotelwa Nambinga, Salomo Mekondjo Shiwayu, Eliud Mandume Shonena, Helvi Frieda Shoopala, Tresia Sifani, John