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Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe
The purpose of the study was to understand school dropout in Zimbabwe from the perspectives of those with lived experiences of the phenomenon. As confirmed by literature, school dropout militates against efforts by schools and governments to increase graduation rates for individual and societal bene...
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613599071993856 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | The purpose of the study was to understand school dropout in Zimbabwe from the perspectives of those with lived experiences of the phenomenon. As confirmed by literature, school dropout militates against efforts by schools and governments to increase graduation rates for individual and societal benefit. However, the major gap in literature which motivated this study was the glaringly missing voice of early school leavers (EScLs) themselves on the meaning they give to the school dropout phenomenon. Answers to the problem so far have largely come from secondary sources of data. The research was a qualitative case study, influenced by the interpretive philosophy. Bronfenbrenner’s Bioecological Theory of Human Development and Ajzen’s Theory of Planned Behaviour (TPB) formed the theoretical framework for the study. Twenty-two purposively sampled EScLs participated in focus group discussions, face-to-face interview and documented life stories. Research ethics were observed to ensure EScLs’ informed decision to participate in the study. The study established that school dropout could be best understood as a personal experience, having a greater impact at individual than societal levels. Findings revealed that both the process of dropping out and ultimately being an EScL are unpleasant and traumatic conditions, best understood as more of a psychological than an administrative problem. This results in a severed self-concept affecting an individual throughout life. It emerged from the study that loss, particularly through the death of biological parents, was the major underlying cause of school dropout, thus, pull factors take the toll over push and fall out factors. As solutions to the problem, the findings suggested a redefinition of vulnerability in response to the diverse and complex circumstances affecting learners. Findings also suggested the training of guidance and counselling teachers for effective intervention in learners’ problems. Education reforms and policy reviews that address inequity were recommended. Future studies could focus on in-depth analysis of pull factors in relation to school dropout. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/68009 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:42.081Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/68009 Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe Omidire, Margaret Funke rkgatsi@yahoo.com Human-Vogel, Salome Gatsi, Roswitha Unrestricted UCTD School dropout Early school leaver Decision-making Self- concept Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 The purpose of the study was to understand school dropout in Zimbabwe from the perspectives of those with lived experiences of the phenomenon. As confirmed by literature, school dropout militates against efforts by schools and governments to increase graduation rates for individual and societal benefit. However, the major gap in literature which motivated this study was the glaringly missing voice of early school leavers (EScLs) themselves on the meaning they give to the school dropout phenomenon. Answers to the problem so far have largely come from secondary sources of data. The research was a qualitative case study, influenced by the interpretive philosophy. Bronfenbrenner’s Bioecological Theory of Human Development and Ajzen’s Theory of Planned Behaviour (TPB) formed the theoretical framework for the study. Twenty-two purposively sampled EScLs participated in focus group discussions, face-to-face interview and documented life stories. Research ethics were observed to ensure EScLs’ informed decision to participate in the study. The study established that school dropout could be best understood as a personal experience, having a greater impact at individual than societal levels. Findings revealed that both the process of dropping out and ultimately being an EScL are unpleasant and traumatic conditions, best understood as more of a psychological than an administrative problem. This results in a severed self-concept affecting an individual throughout life. It emerged from the study that loss, particularly through the death of biological parents, was the major underlying cause of school dropout, thus, pull factors take the toll over push and fall out factors. As solutions to the problem, the findings suggested a redefinition of vulnerability in response to the diverse and complex circumstances affecting learners. Findings also suggested the training of guidance and counselling teachers for effective intervention in learners’ problems. Education reforms and policy reviews that address inequity were recommended. Future studies could focus on in-depth analysis of pull factors in relation to school dropout. es2026 Educational Psychology PhD Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2018-12-05T08:06:27Z 2018-12-05T08:06:27Z 2009/07/18 2018 Thesis Gatsi, R 2018, Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/68009> S2018 http://hdl.handle.net/2263/68009 en © 2018 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Unrestricted UCTD School dropout Early school leaver Decision-making Self- concept Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title | Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title_full | Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title_fullStr | Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title_full_unstemmed | Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title_short | Early school leavers' perspectives on the school dropout phenomenon in Zimbabwe |
| title_sort | early school leavers perspectives on the school dropout phenomenon in zimbabwe |
| topic | Unrestricted UCTD School dropout Early school leaver Decision-making Self- concept Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/68009 |