Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Indonesian Journal of Education and Social Science Journal of Innovation and Research in Primary Education Journal of Multidisciplinary Research and Development
Kamati, Ferdinand Nghifikepunye
Unknown Affiliation
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Factors Contributing to Poor Performance of Grade 4 Learners in English Second Language Andreas, Elizabeth Thapadhi; Kamati, Ferdinand Nghifikepunye
Journal of Innovation and Research in Primary Education Vol. 3 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v3i2.838

Abstract

The study aimed to investigate the factors that contribute to the poor performance of Grade 4 learners in English at three selected primary schools in the Oshikoto Region in Namibia. The qualitative approach was adopted in the form of a case study design. The data were collected through a semi-structured interview and document analysis. A sample comprising six (6) English teachers was chosen using purposive sampling. The data were analyzed using a thematic analysis approach. The study revealed that contributing factors to poor performance were language barriers, lack of resources, lack of motivation, and lack of training and workshops. The study recommends that the Ministry of Education, Arts, and Culture should provide teaching and learning resources, organize and offer workshops to teachers, and monitor compensatory programs.
Exploring the Conceptualization of Teacher Leadership in Namibia Kamati, Ferdinand Nghifikepunye; Amuthenu, Hileni Silohenda
Indonesian Journal of Education and Social Sciences Vol. 4 No. 1 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i1.844

Abstract

The purpose of this study was to explore the conceptualization of teacher leadership in Namibia. A case study design was used within the qualitative approach. A sample of 45 participants was selected purposively from three (3) secondary schools. An interview guide, observation schedule, and document analysis were used to collect data from the participants. Data were analyzed using a thematic approach. The literature and the theoretical framework were used to compare and contrast the study findings. The literature and the theoretical framework were used to compare and contrast the study findings. The findings revealed that teacher leadership can be understood in terms of involvement and participation, empowerment, motivation and influence, collaboration, and leading and influence. The study recommends that the Ministry of Education, Arts, and Culture should develop and promote leadership development programs for teachers to understand and practice leadership and review contemporary policies to allow for democratic leadership practices.
Exploring the Conceptualization of Teacher Leadership in Namibia Kamati, Ferdinand Nghifikepunye; Amuthenu, Hileni Silohenda
Journal of Multidisciplinary Research and Development Vol. 1 No. 2 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v1i2.884

Abstract

The purpose of this study was to explore the conceptualization of teacher leadership in Namibia. A case study design was used within the qualitative approach. A sample of 45 participants was selected purposively from three (3) secondary schools. An interview guide, observation schedule, and document analysis were used to collect data from the participants. Data were analyzed using a thematic approach. The literature and the theoretical framework were used to compare and contrast the study findings. The literature and the theoretical framework were used to compare and contrast the study findings. The findings revealed that teacher leadership can be understood in terms of involvement and participation, empowerment, motivation and influence, collaboration, and leading and influence. The study recommends that the Ministry of Education, Arts, and Culture should develop and promote leadership development programs for teachers to understand and practice leadership and review contemporary policies to allow for democratic leadership practices.
Co-Authors Amuthenu, Hileni Silohenda Andreas, Elizabeth Thapadhi