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Fato, Shepherd
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Piloting a Four-Year High School Education Program: Opportunities for Change in Eswatini Fato, Shepherd; Makamure, Gibson
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.145

Abstract

Eswatini embarked on a novel pilot study to find the feasibility of offering a four-year duration in high school rather than the traditional five years. A case study was done in one of the schools in the fourth year of conception. This specifically aimed to establish how the program has been going on now that it was coming to its end. Qualitative data were collected from one principal and four teachers. The findings highlighted how the program was planned, designed, and implemented. Operational challenges like a lack of Ministry support, challenges with resources, staffing, and a negative impact on students were highlighted. Nonetheless, potential opportunities and benefits from this endeavour could include reduced financial burden on the government. It could produce, too, a more robust education system that competes internationally. The study underscores that educational change is a collaborative and inclusive effort that involves many stakeholders. The study thus expands academic understanding of how educational reforms can falter when decision-making neglects infrastructural, instructional, and pedagogical support. We suggest a reflective post-piloting phase as an important step to consider the next step towards a full-scale roll-out in the country.
Exploring Departmental Heads’ Leadership Actions and Perceptions in a High School Setting Fato, Shepherd
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition (in progress)
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.154

Abstract

Departmental heads (DHs) are at times the quiet and unsung leaders behind school success. School principals act as instructional leaders who are accountable to parents, educational officials, and other stakeholders. However, principals heavily rely on DHs to inform them on how educational instruction is being enacted. In this study, the researcher recognised this DH’s indispensability but was more interested in obtaining specific leadership actions. Importantly, too, the researcher wished to establish how six DHs in a high school perceived their own leadership in relation to working with subordinates and the top leadership. A qualitative approach helped gather findings that showed the school showed an inclination towards distributed leadership. This allowed productive leadership that organised both human and other resources. The DHs made important school-wide decisions regardless of praise and acknowledgement. This proved that the DHs were more task-oriented, empowered to be proactive, and perceived work as more important despite challenges and frustrations. This study recommends empowering DHs to be central in school leadership aspects, and they must, in turn, extend their leadership to other department members to empower their subordinates to improve school performance.
Co-Authors Makamure, Gibson