Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan EDUCATIO : Journal of Education
Moyo, Zvisinei
Unknown Affiliation
Education Environmental Science Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A study of teaching experience and teacher-parent collaboration in managing students' disruptive behaviours Adewale, Sulaimon; Moyo, Zvisinei
Jurnal Cakrawala Pendidikan Vol. 44 No. 1 (2025): Cakrawala Pendidikan (February 2025)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v44i1.77032

Abstract

Managing students' disruptive behaviours remains a critical challenge in secondary education, requiring effective strategies that leverage teachers' experience and collaborative efforts with parents. This study explores the influence of teaching experience and teacher-parent collaboration on managing disruptive behaviours among secondary school students in Nigeria. 367 teachers participated in the study, with data collected through a structured questionnaire. Statistical analyses, including one-way Analysis of Variance (ANOVA) and Pearson's Product-Moment Correlation, were employed to examine the relationships among the variables. The findings reveal that teachers' years of experience significantly impact their ability to manage students' disruptive behaviours, suggesting that seasoned teachers employ more effective behavioural management strategies. Conversely, a weak positive but non-significant correlation (r = 0.95, p = .068) was found between teacher-parent collaboration and disruptive behaviour management, indicating that while parental involvement may play a role, it does not strongly influence classroom management outcomes. These results highlight the necessity of structured professional development initiatives tailored to classroom behaviour management. Based on the findings, the study recommends implementing a teacher mentoring programme where experienced educators mentor their less experienced counterparts to enhance classroom management skills. This approach can foster a more structured, experience-driven response to disruptive behaviours, creating a more conducive learning environment. Future research should explore additional contextual factors, such as school policies and socio-economic influences, to provide a more comprehensive understanding of effective behaviour management strategies.
Bridging the Digital Divide: The Role of Female Principals in Advancing 4IR in Rural South African Education Nkosi, Thembi Busisiwe; Moyo, Zvisinei
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1788

Abstract

Women principals in rural public primary schools have proven themselves to be the change agents despite the numerous constraints in leading the Fourth Industrial Revolution (4IR) in their schools. The purpose of this study was to describe the efforts of women principals leading the 4IR in public rural elementary schools in South Africa. The findings showed that all the respondents had started to integrate 4IR in both administrative and curriculum-related activities although their schools were in the early phases of the 4IR. They indicated that there had been continuous progress in 4IR as teachers and learners are using more e-learning materials, online sites, tablets, smart boards and Wi-Fi to support teaching and learning and in managing the school. In administration, the principals have introduced digital solutions to support school operations such as the South African Schools Administration and Management System (SA-SAMS) and Data Driven District (DDD) systems for administrative purposes, emails and social media for communications, and data analysis to keep track of learners’ performance. The women principals are also teaming up with various stakeholders who can assist in this direction such as their SGBs, technologically knowledgeable young teachers, parents, business and community partners. The principals have also shown themselves to be creative and resilient in the face of limited infrastructure and skills development for teachers and themselves. They are committed to continuous learning and professional development and demonstrate this through their development of a culture of innovation and questioning, as well as actively encouraging and facilitating their staff to be upskilled in ways which connect with 4IR skills. The women principals clearly demonstrated their influential roles by inspiring stakeholders to actively participate in the 4IR.
Co-Authors Adewale, Sulaimon Nkosi, Thembi Busisiwe