Professor Cosmas Maphosa
Qualifications: D.Ed, M.Ed, B.Ed, Dip.Ed
Position: Research Professor
Phone number: (+27) 43 704 7203
Email: cmaphosa@ufh.ac.za
Teaching areas of specialisation: Curriculum Studies, Educational Management, Higher Education Studies, Research Methods
Research Interests : Curriculum Issues at primary, secondary and post-secondary levels, Educational Management, Higher Education Studies
Publications (last five years):
Book
Maphosa, C. (2013). Understanding Learner Indiscipline in Schools: A Theoretical Overview. Lambert Academic Publishing ISSN 978-3-658-38450-9
Book Chapter
Rembe, S., Shumba, J., Maphosa, C & Musesengwe, E. (2016). Change theory: Teacher as reflective and change agent. In Learn To Teach: A Handbook For Teaching Practice. Edited by Okeke, CIO, Abongdia, J., Adu E.O., Van Wyk, M.,Wolhuter, C. Cape Town: Oxford University Press
Selected Published Research Articles
Mwanza, A.L.D, Moyo, G., Maphosa, C. (2017). Ethical Behaviours of Student Teachers’ Mentors in Forced Same-Gender And Cross-Gender Matches in a Malawian Initial Primary Teacher Education Programme: Implications For Mentor Selection And Development Africa Education Review (in press)
Mtsi, N., Maphosa, C. & Moyo, G. (2016). Exploring educators’ preparedness to teach Natural Sciences at the senior phase of South African secondary schools. Journal of Educational Studies 15 (2), 108 –135
Shumba, J., Maphosa, C., Rembe, S., Okeke, C.I.O & Drake, M.L. (2016). Teacher Work Related Stress in Early Childhood Education: Some Coping Strategies. Journal of Psychology, 7 (2), 150 – 15
Bhebhe, S. & Maphosa, C. (2016). Examining Teachers’ Computer Literacy And Utilisation Of ICTs In Teaching And Learning At Primary School Level Journal of Communication 7 (2), 231 – 240
Ndhlovu, N. & Maphosa, C. (2016). Understanding innovative measures employed by small to medium size independent hotels in managing business in the Harare central business district in Zimbabwe Journal of Economics 7 (2,3), 85 – 99.
Malatji, K.S. Maphosa, C., Mavuso M.P (2016). The views of School Management Teams on self-reflection practices: Towards fulfilling management functions International Journal of Educational Sciences 14 (1,2), 55 - 68
Maphosa C and Wadesango N (2016). Exploring student-specific factors affecting PhD theses completion. Journal of Communication 7 (1), 118 – 126
· Mtsi, N. & Maphosa, C. (2016). Challenges Encountered in the teaching and learning of Natural Sciences in rural Schools in South Africa. Journal of Social Sciences 47(1): 58-67
Mwanza, A. Moyo, G., Maphosa, C. (2016). Assuring The Quality of Mentoring in Malawi’s 1+1 Model of Initial Primary Teacher Education Programme: Implications for Teacher Development. Journal of Communication 7 (1), 53 – 64
Malatji, K.S. Maphosa, C., Mavuso M.P (2016). School Management Teams’ Experiences of Their Participation in School Management in Primary Schools of Mankweng Circuit in Limpopo Province International Journal of Educational Sciences , 13(3): 276-284
Malatji, K.S. & Maphosa, C. (2016). Recognition of Prior Learning Practices in a South African Institution of Higher Learning: Implications for Academic Development Journal of Communication 7 (1), 134 – 141
Bhebhe, S. & Maphosa, C. (2016). Examining Staff Members Views on Staff Retention Practices in a Public Higher Education Journal of Sociology and Social Anthropology 7(2): 84-91
Maphosa C and Wadesango N (2016).Questioning ‘questioning’: examining the use of questioning as an interactive teaching tool in higher education. Journal of Communication 7 (1), 111 – 117
Shumba J, Rembe S, Maphosa C, Sotuku N, Adu EO, Drake ML, Duku N, & Okeke CIO (2016). Causes of work related teacher stress in early childhood development: a qualitative analysis. Journal of Social Sciences 46(3): 214-223
Maphosa, C. Netshifhefhe, L., Nobongoza, V. (2016). Quality assuring teaching and learning processes for sustainable development in higher education: A critical appraisal Journal of Communication 7 (1), 65 – 78
Sikhwari, TD, Maphosa, C, Masehela, M & Ndebele, C (2015). Exploring Student Views on Factors Affecting Academic Performance in a South African University International Journal of Education Sciences 10(3): 442-450
Mwanza, A.L.D, Moyo, G., Maphosa, C. (2015). Assessing the Norms and Standards of School Mentors’ Competences in the 1+1 Model of Initial Primary Teacher Education in Malawi: Implications for Mentor Development International Journal of Education Sciences 9 (2), 111 – 120.
Zikhali, J., Chauraya, E., Madzanire, D., Maphosa, C. (2015). An Exploration of Factors Affecting Students’ Studies in One Selected University in Zimbabwe International Journal of Education Sciences 9 (2), 243 – 254.
Maphosa, C., Bhebhe, S., Dziva, M. (2015). Interrogating the Significance of Professionalism and Professional Ethics in the Teaching Profession. Journal of Sociology and Social Anthropology. 6(2): 263-272
Wadesango, N., Mutekwe, E., Ndofirepi, A., Maphosa, C., Machingambi, S. (2015). Involvement of teachers in school-based decision making processes of choice of subjects. International Journal of Education Sciences 8 (3), 645 – 653
Rudhumbu, N., Maphosa, C. (2015). The mediating role of demographic characteristics on the role of academic middle managers in curriculum change in private higher education in Botswana. Merit Journal of Education and Review 3 (12), 318 – 330
Rudhumbu, N., Maphosa, C. (2015). Talent management in private higher education institutions in Botswana. Journal of Human Ecology 19(1-2), 21-32
Nokwali, M. P., Mammen, K. J., Maphosa, C. (2015). How is Technology Education Implemented in South African Schools? Views from Technology Education Learner. International Journal of Education Sciences, 8(3): 563-571
Mashau, T., Maphosa, C. (2014). Facilitation of Learning in the University: What Really Makes an Effective University Teacher? Journal of Social Sciences 41 (3), 403 – 413
Mashau, S.T, Mutshaeni, H. N, Maphosa, C. (2014). Overcoming learner diversity: a teacher education perspective in South Africa. Journal of Social Sciences 41 (3), 395 – 401
Maphosa, C., Mashau, T (2014). Examining the Ideal 21st Century Teacher-education Curriculum International Journal of Education Sciences 7 (2), 319 – 327
Mudzielwana, N.P., Maphosa, C. (2014). Trainee teachers’ experiences of being observed teaching while on teaching practice: A case of a rural-based university in South Africa Mediterranean Journal of Social Sciences 5 (16), 393 – 402
Kalenga, R.C., Fourie, E., Maphosa, C. (2014). Replicating society’s discrimination of disadvantaged and marginalised groups: inclusive education and the power of the curriculum. The Anthropologist 17(2), 523-532
Maphosa, C., Mudzielwana, N.P (2014). Designing a Teaching and Learning Agenda in a University: Key Considerations. Journal of Sociology and Social Anthropology 5 (2), 161 -167
Dziva, M., Bhebhe, S., Maphosa, C (2014). Examining the significance and controversy of human rights education in developing countries. Journal of Human Ecology 45 (3), 197 – 206
Ndebele, C., Maphosa, C. (2014). Voices of Educational Developers on the Enabling and Constraining Conditions in the Uptake of Professional Development Opportunities by Academics at a South African University. International Journal of Education Sciences 6(7), 169 – 182
Maphosa, C., Sikhwari, T.D., Ndebele, C and Masehela, M. (2014). Interrogating Factors Affecting Students’ Epistemological Access in a South African University. The Anthropologist 17(2), 409-420
Masehela, L., Ndebele, C., Sikhwari, T., Maphosa, C. (2014). Mentors’ Reflections of a Pilot Mentoring Programme in a South African University. The Anthropologist 17(2), 367-376
Maphosa C., Mudzielwana N. P., Netshifhefhe L. (2014) Examining The Significance Of Service Learning In Driving The Purpose Of A Rural-Based University In South Africa. Mediterranean Journal of Social Sciences 5 (16), 302 – 312
Maphosa, C., Ndebele, C. (2014). Interrogating the Skill of Introducing A Lecture: Towards an Interactive Lecture Method of Instruction. The Anthropologist 17(2), 543-550.
Maphosa, C (2014). Towards a mainstream curriculum embedded student academic Development programme in South African universities International Journal of Educational Sciences 6 (1), 11 – 18
Maphosa, C (2014). Examining Cultural Factors Affecting Academic Developers in Performing Staff Development Functions in Three Universities in South Africa International Journal of Educational Sciences 6 (1), 95 – 101
Maphosa, C., Mudzielwana, N.P. (2014). Professionalization of Teaching in Universities: A compelling case International Journal of Educational Sciences 6 (1), 65 – 73
Maphosa, C., Wadesango, N (2014). Interrogating the role of Academic Developers in the promotion of scholarly teaching and the scholarship of learning and teaching International Journal of Educational Sciences 6 (1), 75 – 83
Ndofirepi, A.P., Wadesango, N., Machingambi, S. Maphosa, C., Mutekwe, E. (2013). Can a philosophy for children programme empower the 21st century child in Africa? Studies in Tribes and Tribals, 11 (2), 179 – 193
Mutekwe, E., Maphosa, C., Machingambi, S., Ndofirepi, A.P., Wadesango, N (2013). Exploring the teachers’ role in the social construction of gender through the hidden curriculum and pedagogy: a case of Zimbabwe. Journal of Social Sciences, 37 (3), 307- 318
Mudzielwana, N.P & Maphosa, C. (2013). The Influence of Context in the South African Higher Education System: A Social Realist Critique. Journal of Sociology and Social Anthropologist, 4(3), 175-181
Maphosa, C., Zikhali. J., Chauraya, E., Madzanire, D. (2013). Students’ Perceptions of the Utility of Pedagogical Approaches Used By Lecturers in Selected Faculties at a Zimbabwean University. Journal of Social Sciences, 36 (2), 113 – 122.
Maphosa, C., Mutekwe, E., Machingambi, S., Wadesango, N., Ndofirepi, A. (2013). School Clusters in Zimbabwe: What Issues Do Clusters Tackle? International Journal of Educational Sciences, 5(3), 293-300
Machingambi, S., Maphosa, C., Ndofirepi, A., Mutekwe, E., Wadesango, N (2013). Perceived Challenges of Implementing the Performance Management System in Zimbabwe Journal of Social Sciences, 35 (3): 263 – 271
Ndebele, C. & Maphosa, C. (2013). Promoting active learning in large class university teaching: prospects and challenges. Journal of Social Sciences, 35 (3): 251 – 262
Ndofirepi, A., Wadesango, N., Machingambi, S., Maphosa, C. & Mutekwe, E (2013). Philosophy for children: A possible starting point for democratic citizenship in Africa? The Anthropologist, 15 (2), 167 – 175
Ndebele, C. & Maphosa, C. (2013). Exploring the assessment terrain in higher education: possibilities and threats: a concept paper. Journal of Social Sciences, 35 (2), 149 – 158
Mutekwe, E., Ndofirepi A, Maphosa C, et al (2013). A SWOT analysis of the rise and pedagogical implications of the social constructivist epistemology in education practice The Anthropologist, 15 (1), 53 – 65
Kariyana, I., Maphosa, C. & Mapuranga, B. (2013). Towards a holistic curriculum: how significant is learners’ participation in co-curricular activities Journal of Social Sciences, 35 (2), 159 – 167
Maphosa, C., Kalenga RC (2012). Displacing or depressing the lecture system: towards a transformative model of instruction for the 21st century university. The Anthropologist, 14 (6), 555-563
Chinamasa, E., Maphosa, C. (2012). Technological andragogy: a case of computer application skills development by masters students at a university of technology in Zimbabwe. Journal of Social Sciences, 33 (3), 315-322
Machingambi, S., Maphosa, C et al (2012). To what extent is testing a barometer for educational quality? Unveiling the intended and unintended consequences of high-stakes testing on student learning. International Journal of Education Sciences, 4 (3), 243-248.
Maphosa, C. Mutekwe, E et al (2012). Teacher accountability in South African public schools: a call for professionalism from teachers. The Anthropologist, 14 (6), 545-553.
Kariyana I, Maphosa, C, Mapuranga, B (2012). The Influence of learners’ participation in school co-curricular activities on academic performance assessment of teachers’ performance. Journal of Social Sciences, 33 (2), 137 – 146
Wadesango N., Maphosa C. et al (2012). Impediments embedding decentralization of teacher recruitment practices to communities in Zimbabwe. The Anthropologist, 14 (6), 527 – 537
Maphosa. C. & Mutopa, S. (2012). Teachers’ awareness of their role in planning and implementing school-based curriculum innovation. The Anthropologist, 14 (2), 99 – 106
Shumba, A., Shumba, J. & Maphosa, C. (2012). Mentorship of student teachers on teaching practice: Perceptions of teacher mentors in Zimbabwean schools. Journal of New Generation Sciences, 10 (1), 148 -169
Mutekwe, E., Modiba, M & Maphosa, C. (2012). Female students’ perceptions of gender and academic achievement: A case of sixth form girls in Zimbabwean schools. Journal of Social Sciences, 32 (1), 111 – 120
Zikhali, J & Maphosa, C. (2012). Towards gender equality at the workplace: how male lecturers view their female counterparts. Journal of Social Sciences, 31 (2), 219 – 227
Munikwa, J., Mutopa, S & Maphosa, C. (2012). Assessing traditional leaders as counsellors’ level of preparedness to offer counseling to parasuicide victims in rural Zimbabwe. Journal of Human Ecology, 39 (2), 195 – 204
Zikhali, J & Maphosa, C. (2012). Exploring College Students’ Attitudes towards Female Lecturers’ competence in Teacher Education Colleges in Masvingo Province, Zimbabwe, The Anthropologist, 14 (5), 393 -399
Chinamasa, E., Maphosa, C., Mavuru, L., Tarambawamwe, P. (2011). Examinations cheating: Exploring strategies and contributing factors in five universities in Zimbabwe, Journal of Innovative Research in Education, 1 (1), 86 – 101.
Maphosa, C. & Mammen, K.J. (2011). Disciplinary measures used in South African Schools: How do learners view their effectiveness? Journal of Social Sciences, 29 (2), 133 – 141
Munikwa, J., Mutopa, S. & Maphosa, C. (2012). The nature and causes of parasuicide cases handled by traditional leaders in Hurungwe district in Zimbabwe. Journal of Human Ecology, 37 (2), 93-102.
Maphosa, C. (2011). Learners’ perceptions of possible approaches to curb learner indiscipline in South African schools. The Anthropologist, 13 (4), 241 – 248
Maphosa, C. & Mammen, K.J (2011). Learners’ views on the effects of disciplinary measures used in South African schools. Journal of Social Sciences, 28 (3), 153 – 160
Maphosa. C. (2011).Discipline versus punishment. Which way for educators in South African Schools? International Journal of New Trends in Education, 2 (4), 76 – 87
Maphosa, C. & Mammen, K.J (2011). Maintaining discipline: Just how do teachers operate in South African schools? Journal of Social Sciences, 29 (3), 213 – 222
Mutekwe, E., Modiba, M & Maphosa, C. (2011). Factors affecting female students career choices and aspirations: The Zimbabwean example. Journal of Social Sciences, 29 (2), 133 – 141
Maphosa, C. & Mammen K.J (2011). How chaotic and unmanageable classrooms have become: Insights into prevalent forms of learner indiscipline in South African schools. The Anthropologist, 13 (3), 185 – 193
Sibanda, J., Mutopa, S & Maphosa, C. (2011). Teachers’ perceptions of lesson observations by school heads in Zimbabwean primary schools. Journal of Social Sciences, 28 (1), 21 – 28