College of Humanities

Dr Ndumiso Khuzwayo explored the decline in learner academic performance for his PhD.

Turning the Tide on Schools in Decline

Dr Ndumiso Khuzwayo graduated with a PhD in Education.

His research titled: “From Moving Schools to Sinking Schools: Narratives of Stakeholders of Schools in Decline”, focused on schools that previously performed well in terms of learner academic achievement, but suddenly declined.

Khuzwayo’s research was framed by the social realism theory and he adopted a narrative inquiry methodology. The participants were key stakeholders, including circuit managers, principals, departmental heads, teachers and School Governing Body (SGB) members. Their views on the reasons for the decline in learner performance enabled him to understand the structural, cultural and agential mechanisms influencing it. Stakeholders were also asked to propose strategies to turn these schools around.

‘My study identified miscellaneous factors that influenced decline in the sampled schools. These include, but are not limited to, stakeholder role confusion, toxic behaviours that dominate the school culture, and the constrained agency of teachers and principals. Based on the findings, I concluded that these schools in decline cannot turn the tide on their own; a multi-pronged external intervention is required,’ said Khuzwayo.

He developed the Internally Desired External Intervention (IDEI) model that calls for support from the SGB association, community stakeholders, well-performing schools, and subject advisors to halt the decline. For example, circuit managers could work with principals to facilitate turn-around interventions. The model can be adopted by any stakeholder in a school showing symptoms of decline.

Khuzwayo’s research is grounded in his own experience. ‘I work at a high performing school that produces excellent results. In 2015, the Department of Basic Education appointed me to serve as a Grade 12 Business Studies lead teacher in an underperforming school and teach there during weekends and school holidays.

‘Whilst at the school, I observed poor learner discipline and rowdy pupils. I did not see staff address this behaviour. From my short-lived experience, I learnt that stakeholders play a blame shifting game. I developed an interest in exploring the causes of school decline and ways in which they could be turned around.’

Reflecting on his journey, Khuzwayo said he is excited to have completed his doctorate that was not without challenges. ‘The deterioration in my mother’s health hampered my progress and affected my mental health. However, my family was my pillar of strength and for that I am grateful.’

He added that his study load was made lighter by the fact that UKZN offered all the facilities he needed. Staff members were always helpful, providing assistance with library, computer and administrative services.

The highlight of his journey was writing a paper with his supervisor, Dr Sibonelo Blose, who encouraged and supported him throughout this study. Khuzwayo also thanked all the lecturers in the Educational Leadership Management Policy (ELMP) Discipline for their guidance.

He is undecided if he wants to move up in the teaching fraternity or branch into academia as a lecturer.