Isidor Haufiku’s scientific contributions

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.

The main objective of this study was to develop a framework for the effective functionality of LED initiatives in local governments (LGs) in Namibia (a developing country) and elsewhere globally. The effectiveness of LED initiatives represents informative and integrated understanding, intervention strategies, capital funds, and a framework aimed at MDGs and SDGs which combine environmental, economic, social, institutional, and political aspects by identifying their interlinkages in realizing the SDGs in LGs. The purpose of this study is to develop a framework for the effective functionality of LED initiatives in HNTC. The theoretical framework has been drawn out to make its research propositions within an active application framework of stakeholders theory. The study used a stakeholders theory (ST) which provides a framework for exploring the processes of effective interventions of stakeholders in a management sense, and the questionnaires, interview guide, and focus group discussions (FGDs) were designed in relation to the objectives of this study. The data was collected through mixed method research (MMR) and was analyzed by using MSE (for quantitative data) and ATLAS. ti (for qualitative data) which provided relevant analysis for the data. The framework developed in this study indicates that the LED process is dominated or influenced by both internal and external stakeholders regarding intervention strategies to ‘’deal with’’ toward sustainable measurements and minimal standards for a developed conceptual framework for LED initiative.

The study was conducted to explore teachers' barriers in implementing the revised common curriculum for learners with special educational needs in Northern Namibia. The study used a mixed research approach to collect data from the sample of 20 special education teachers currently teaching at two special schools located in Northern Namibia. Participants were selected using the total population sampling method and data were collected using a questionnaire and focus group discussion. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using the thematic analysis method. The study found that the special education teachers' barriers in implementing the revised curriculum for deaf learners include a shortage of specialised teaching and learning materials, inadequate time per lesson for scaffolding deaf learners, lack of teaching methodology, lack of refresher workshop, minimal parental involvement in learners' education, teachers inadequate knowledge of sign language, lack of assessment tools for deaf learners, insufficient teaching assistance to assist learners, and no specialised curriculum for learners with hearing impairment. The study recommended that the schools as well as the Regional Directorate of Education should organise more workshops for special education teachers in sign language to enable them to develop common signs to teach the learners. Additionally, the government should install Wi-Fi in the Special schools to enable the teachers to access and utilize relevant online resources such as visual teaching materials when teaching. The Universities in Namibia should introduce a teaching specialisation course in Sign language to train teachers.

The main purpose of this study was to investigate leadership development needs of School Principals in selected schools in Omuthiya circuit in the Oshikoto Region, Namibia. The study used a mixed research approach, a convergent parallel research design. Data were collected using a questionnaire and structured interview guide. Twenty participants (20) were purposefully selected from 30 schools in Omuthiya Circuit in the Oshikoto Region. The study revealed that most school Principals in the study area do not have leadership skills and knowledge needed to set direction for schools; redesign their institutions, develop their staff and conduct instructional supervision. This lack of appropriate leadership skills and knowledge is impacting negatively on their execution of work. Another key finding was that the Regional Directorate has failed dismally to induct newly promoted Principals despite conducting fast tracked hand-over take-over mini-inductions. The presence of the CPD has not helped the Principals in acquiring the highly needed skills for the job, since very few workshops have been held due to financial limitations and lack of time. The study recommended that school Principals Omuthiya Circuit in the Oshikoto Region need to undergo leadership development training across all the four key practices, namely setting direction, instructional supervision, developing people and redesigning the organization, for them to be able to provide and demonstrate quality leadership skills which help improve their schools’ results.

This study investigated teachers’ perception regarding professional development in Ongha Circuit which is located in Ohangwena Region, Namibia. The rationale of the study was to obtain the views of teachers towards the professional development. The research was mixed method approach therefore, a descriptive survey was conducted in Ongha Circuit. Five schools were selected randomly and a sample of 20 teachers who had previous exposure to professional development were selected purposively from the five schools. Data was collected using interviews and document analysis through analysing the school records on teachers who attended workshop or who completed in-service training and census record. Data was analysed using thematic analysis and descriptive analysis. The study found out that teachers view and perceive professional development differently. Teachers had different views, feelings, attitudes and suggestions on how staff development should be managed to impact positively on learners’ performance. The study recommended that there is need to have a proper and systematic planning of teachers' professional to consolidate the new knowledge and sustain the changes made in teaching practice.