Assessing the impact of library services on teachers in schools using the uKhahlamba Teacher Development Centre in KwaZulu-Natal
type: CreativeWork
description: District Teachers' Development Centres serve as hubs for delivering professional teacher development programmes and ICT support for teachers for information, knowledge and skills. As such, the Teacher Development Centres have a role to play in the careers of educators, particularly in this information age led by the use of information and communication technologies (ICTs). The study aimed to assess the impact of information services on teachers' teaching practices in schools using the Okhahlamba Teacher Development Centre in KwaZulu Natal, South Africa. The research objectives of the study were to determine the information needs and information-seeking behaviour of the 21st-century teachers in schools supported by the Okhahlamba Teacher Development Centre, establish the information services and resources available and accessible by teachers at the Okhahlamba Teacher Development Centre, ascertain the competencies of teachers in using information services and resources at the Okhahlamba Teacher Development Centre and find out the challenges teachers face in using information services of the Okhahlamba Teacher Development Centre. The study employed a post-positivism research paradigm. Both qualitative and quantitative research approaches were used in this study. The research designs used were a survey and a case study research designs. The target population was 306 teachers and one librarian. The sampling methods were purposive sampling method for the librarian and systematic sampling method for the teachers. Semi-structured interview schedules and self-administered questionnaires were used as data collection instruments for the librarian and teachers respectively in this study. Qualitative data were analysed using thematic analysis, and quantitative data were analysed using descriptive analysis. The study used the Cognitivism Learning (CL) Theory and Technology Acceptance Model (TAM) as theoretical support. The findings revealed that the teachers’ needs are informatio…
abstract: District Teachers' Development Centres serve as hubs for delivering professional teacher development programmes and ICT support for teachers for information, knowledge and skills. As such, the Teacher Development Centres have a role to play in the careers of educators, particularly in this information age led by the use of information and communication technologies (ICTs). The study aimed to assess the impact of information services on teachers' teaching practices in schools using the Okhahlamba Teacher Development Centre in KwaZulu Natal, South Africa. The research objectives of the study were to determine the information needs and information-seeking behaviour of the 21st-century teachers in schools supported by the Okhahlamba Teacher Development Centre, establish the information services and resources available and accessible by teachers at the Okhahlamba Teacher Development Centre, ascertain the competencies of teachers in using information services and resources at the Okhahlamba Teacher Development Centre and find out the challenges teachers face in using information services of the Okhahlamba Teacher Development Centre. The study employed a post-positivism research paradigm. Both qualitative and quantitative research approaches were used in this study. The research designs used were a survey and a case study research designs. The target population was 306 teachers and one librarian. The sampling methods were purposive sampling method for the librarian and systematic sampling method for the teachers. Semi-structured interview schedules and self-administered questionnaires were used as data collection instruments for the librarian and teachers respectively in this study. Qualitative data were analysed using thematic analysis, and quantitative data were analysed using descriptive analysis. The study used the Cognitivism Learning (CL) Theory and Technology Acceptance Model (TAM) as theoretical support. The findings revealed that the teachers’ needs are informatio…
author: Ntumba, Siyathokoza Princess Sybil
license: https://uzspace.unizulu.ac.za/bitstreams/eec9e8a6-c005-4e8c-acd1-d8215faf0774/download
date published: 2023
date modified: 2026-07-24T06:17:11Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand