Maureen Seotlwe’s research while affiliated with University of Botswana and other places

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Publications (1)


Perceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools
  • Article

July 2011

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457 Reads

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18 Citations

Journal of Social Sciences

Almon Shumba

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Elias Mpofu

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Maureen Seotlwe

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Mercy R Montsi

The study examined the perceived implementation challenges of Guidance as a subject in Botswana primary schools. Thirty–two primary school teachers and four school heads participated. The sample of teachers was randomly selected whilst the school heads were purposively selected from four primary schools in Tlokweng village. The survey design used combined both qualitative and quantitative methods. Data were collected using questionnaires and interviews in this study. The study found that teachers were not adequately prepared to teach Guidance and that school heads did not supervise Guidance because they lacked knowledge and skills in the subject; that teachers experienced problems in the implementation of Guidance because of lack of support materials which could assist them in teaching Guidance; and that time allocated for teaching Guidance was inadequate. Implementation is likely to be more successful with training support for school personnel.

Citations (1)


... Furthermore, a study conducted by Mapfumo and Nkoma (2013) in Zimbabwe indicated that guidance teacher's lack training and rarely kept records and that there were no relevant regulations from the Ministry of Education governing the implementation of guidance and counselling programme in schools. Additionally, a study conducted by Shumba, Mpofu, Seotlwe and Montsi (2011) in Botswana revealed that guidance and counselling was challenged by lack of materials necessary for effective implementation and time allocated for the programme was limited. ...

Reference:

Perceived implementation practices of guidance and counseling program in Swaziland primary schools.
Perceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools
  • Citing Article
  • July 2011

Journal of Social Sciences