https://cris.library.msu.ac.zw//handle/11408/258 2026-04-22T17:00:55Z https://cris.library.msu.ac.zw//handle/11408/6840 Title: Towards a model of combating peer harassment among rural day secondary schools in Zimbabwe Authors: Shoko, Nothabo Abstract: The article focuses on the views of what teachers can do to deal with peer harassment which is rampant among learners in Zimbabwean rural day schools so that the wellbeing of learners is enhanced. The study comprised of fifteen learners who were asked to suggest what teachers could do to assist learners when they fell victim to peer harassment. A phenomenological design in which semi- structured interviews were used to elicit the responses from the learners was used to generate the data. Participants for the study were purposively. The criteria for selection was that the participants were aged between thirteen to fifteen years and that they had experienced harassment either as observers or victims. A major finding was that most teachers were not doing much to assist the learners. Failure to do so often led to a number of psychological problems which influenced the wellbeing of learners at school. Most teachers appeared to lack the necessary skills with which they could assist learners who reported that they were being harassed. The study concluded that the simple model could be inculcated in the teacher training curricula to assist rural school teachers to combat peer harassment in their classrooms. 2018-01-01T00:00:00Z Shoko, Nothabo https://cris.library.msu.ac.zw//handle/11408/6839 Title: Conceptualising Maslow’s Self-Actualisation Concept for Application in Higher Education: An African Ubuntu Perspective Authors: Zishiri, Christopher; Mugadza, Simba Abstract: This qualitative study focused on the applicability of Maslow’s self-actualisation concept in higher education institutions in Zimbabwe. An African perspective, guided by the African philosophy of Ubuntu, was used to inform the study. The study collected data from 30 participants comprising administrators in higher education institutions, lecturers and students and participants using in-depth interviews and observations. The participants were drawn from 5 participating higher education institutions in Zimbabwe. Data were analysed using thematic procedures and the results show that unlike its Eurocentric individualistic perspective, self-actualisation represents a more inclusive concept from an Afrocentric perspective which is collectivist. Its application in higher education can enhance the student’s overall educational outcomes throughout their studies, enabling them to immediately contribute positively to the good of society and others within and outside their institutions of learning, with integrity, empathy and compassion, without the condition of first fulfilling their own individual lower-level needs as theorised by Maslow. The study recommended the development of higher education policies that are imbedded in the Ubuntu philosophy. 2024-01-01T00:00:00Z Zishiri, Christopher Mugadza, Simba https://cris.library.msu.ac.zw//handle/11408/6838 Title: Analysis of Psychosocial Support Needs for Orphans and Vulnerable Children in Primary Education: A Case Study of Public Schools in Harare, Zimbabwe Authors: Lemeyu, Tendayi; Chikutuma, Tendai; Zishiri, Christopher Abstract: This study analysed the psychosocial support needs for orphans and vulnerable children in primary education. The particular focus was on public primary schools in Epworth, Mabvuku and Tafara. these schools were located in Harare of Zimbabwe.the analysis of this qualitative research study was based on the perspectives of 10 school heads, 10 teachers, 5 school counselors, and 80 orphans and vulnerable children, making a sample of 105 participants. These participants were drawn from 10 public primary schools in the areas mentioned above. A purposive sampling technique was used to select the participants. The study used interviews and focus group discussions to collect data. The data that were collected were analysed using Interpretative Phenomenological Analysis. Results revealed that while OVC in the research setting received some form of assistance from either government or NGOs, the assistance packages provided were not adequate to address the basic needs required to sustain the concerned children. The most pronounced insufficiencies were in the areas of educational, food and counseling support. The study recommended that the government and NGOs should coordinate and synchronise to ensure that the assistance provided to OVC in public primary schools in Epworth, Mabvuku and Tafara, addresses their basic needs. 2022-01-01T00:00:00Z Lemeyu, Tendayi Chikutuma, Tendai Zishiri, Christopher https://cris.library.msu.ac.zw//handle/11408/6837 Title: Untold Micro-Level Factors That Hinder the Pursuit of Higher Education by Ethnic Minority Students: A Study of Chewa Communities in Zimbabwe Authors: Zishiri, Christopher Abstract: Purpose: This study focused on micro level factors that hinder the pursuit of higher education for its praiseworthy. The focus was on students from 3Chewa ethnic minority communities located in commercial farms in Zimbabwe. Design: A phenomenological research philosophy and a constructivist research approach guided this qualitative study. Interviews, focus groups and in situ observations were used to collect data from 24 participants. Thematic procedures were used to analyse the data. Findings: Results show that 83% of students in the research sites were not pursuing higher education. These students were employed as unskilled labourers in their respective host commercial farms. The problem was rooted in the ethnic communities‟ historical background of non-participation in higher education. The other key findings are disengaged parents, peer pressure, lack of role models and availability of farm employment in contrast to the souring graduate unemployment in Zimbabwe. This study offers three policy recommendations that could be used to address the problem. Originality: The use of the cultural-perception framework is a paradigm shift from the „race and colour divide‟ lenses that are traditionally used to investigate inequality in higher education. The formulated framework provided a fresh angle for identifying barriers that are camouflaged in contextual vulnerabilities that are rooted in historical foundations of immigrant ethnic groups. 2021-01-01T00:00:00Z Zishiri, Christopher