The philosophy of ubuntu in secondary schools in the Gweru District of Zimbabwe : a critical reflection

Abstract

This study sought to critically reflect on the impact of Ubuntu on learner behaviour and academic performance in secondary schools in the Gweru district of Zimbabwe. The study was undergirded by two theoretical frameworks: Hirschi‟s (1969) Social Bond Theory and Welberg‟s (1981) Theory of Educational Productivity. The four elements of the Social Bond Theory and the three groups of nine factors of the Theory of Educational Productivity based on affective, cognitive and behavioural skills for optimisation of learning which affect the quality of academic performance were reviewed in order to reflect on the impact of Ubuntu on learner behaviour and academic performance in secondary schools in the Gweru district of Zimbabwe. The interpretivist paradigm was used in this study since it was participant oriented. The qualitative research design was adopted for this study which followed a phenomenological approach where semi-structured interviews, focus group discussions, document analysis and participant observations were used to collect data. Seven teachers and thirty-eight learners from four secondary schools in the Gweru district were purposefully selected to participate in this study. Findings indicated that both teachers and learners had a sound knowledge of the concept of Ubuntu. The study established that drug and alcohol abuse, pre-marital sex, poor time management and general indiscipline and low academic achievement characterised learners who lacked Ubuntu. Findings indicated that learners with Ubuntu were disciplined and had higher academic achievement. The study established that best performing schools were those that maintained an environment where members of the schools community maintained high levels of Ubuntu. The study recommended that school administrators should introduce values of Ubuntu as the core values to be taught and practiced by both staff and learners. It was further recommended that teacher training institutions should introduce Ubuntu as a mandatory course in the pre-service programmes so that graduates from these institutions are well grounded on various methods of teaching values of Ubuntu in secondary schools.