A teacher’s job performance is impacted by diverse components including, among others, the individual self-concept in teaching a particular school subject. The teacher’s self-concept is the perception or belief that he/she has about his/her psychological well-being and occupational satisfaction. The study investigated the job performance self-concept of Agricultural Science teachers in selected secondary schools in Zambezi Region of Namibia. A qualitative research design involving an individual face-to-face interview was used to collect data on teachers’ job performance self-concept from a sample of 12 participants. The study used purposive sampling to select the 12 participants made up of 6 male and 6 female Agricultural science teachers currently teaching in the study area. The results of the study revealed that the majority of the participants were proficient in both theory and practical skills, while a handful further indicated that they could identify the needs of the syllabus and that of the learners. These components were considered essential in nurturing learners’ achievement in Agricultural Science. The study further revealed that gender plays no significant role concerning teacher’s competencies in teaching Agricultural Science in the Zambezi region. However, it was found that the participants who had more years of Agricultural Science teaching experience were better equipped with subject content knowledge than their less experienced counterparts.
Higher education in most countries plays a pivotal role in the socio-economic development of citizens, hence the perception that no country can be better than the quality of its higher education system (Okwakol,
Sports equipment and facilities play a vital role in the teaching of Physical Education (PE) and are equally important in developing sports-related skills among learners. The main purpose of this study was to investigate and assess the availability and conditions of sports equipment and facilities in primary schools in Katima Mulilo, in the Zambezi Region of Namibia. An observational study was adopted for this study, where Physical Education school teachers were observed using the available sports equipment in the schools during their PE classes. The targeted population consisted of 10 teachers within 10 respective primary schools. Two questionnaires were administered to collect data on available facilities and equipment. Data was analysed using SPSS statistics software. Based on sports code level of participation, athletics was found to be the most popular activity with 35% of learners taking part. Soccer came in second with 25%. Netball was the third most played sport, with 20% of participants in annually scheduled competitions at regional and national levels. Volleyball was the fourth highest with 10% of learner participation. The lowest four sports codes were boxing at 5%, rugby 3%, gymnastics 1%, and cricket 1%. Sport facilities available in all the schools were all found to be in deplorable conditions. This study therefore concluded that sports equipment and facilities were either unavailable or completely in poor condition in all primary schools under study. So, it is very important to get the right tools and facilities so that physical education and sports can be taught and learned well.
This study examined the challenges besetting the teaching practicum and the varying roles of individual members of the practicum triad comprising the university, the student teacher and the support school during the practicum component of primary teacher education at the University of Namibia's Katima Mulilo Campus, Zambezi Region. It sought to establish the perceptions of university lecturers and support teachers about the effectiveness of the pre-deployment preparedness of student teachers before their attachment to practicum schools and to as well establish the facets of the school participation within the triad which are most effective in supporting student teachers throughout their school based practicum. Suggestions from support teachers, student teachers and the University of Namibia's Faculty of Education were collated in efforts to foster an effective practicum partnership. This study thus posits a view that school-based teaching practica should provide the preservice student teachers with opportunities to be exposed to the contextual realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders.
Social science involves the study of people and their interactions with each other, with their social and political institutions and with their environments. Accordingly, the social science education major includes a broad range of courses and subjects. Students are expected to demonstrate both breadth and depth of understanding in the academic disciplines that make up the social sciences. This publication will be made available in alternative formats upon request. Contact the Office of Admission (701) 231-8643 or 800-488-NDSU or ND Telecommunications Relay Service 800-366-6888 (TTY) or 800-366-6889 (voice). NDSU is an equal opportunity institution. 226 7/14
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