Dr. Madhlangove, L

Qualifications:

Senior Lecturer. Holder of a PhD from Texas State University (USA); Med. Admin and Development of Education—Universidad Instituto Politecnico Nacional Mexico and BEDEM UZ.

Academic Appointments:

Research Interests:

Curriculum and Leadership

Faculty: Education

Department: Educational Administration

Research Category: Education

Biography:

Senior Lecturer. Holder of a PhD from Texas State University (USA); Med. Admin and Development of Education—Universidad Instituto Politecnico Nacional Mexico and BEDEM UZ.

Email:

Phone: 4. +263 779 305 205

Publications:

Madhlangobe, L. (2019). The impact of school head and teacher relations: How relationships shape teacher attitudes towards work in schools. Zimbabwe Journal of Educational Research, 31(2).

Maphosa A.M and Madhlangobe L., (2019). Education for social justice. Zimbabwe Journal of Educational Research, 31(1).
Madhlangobe, L., (2018). The impact of school head and teacher relations: How relationships shape teacher attitudes towards work in schools. New York, NY: Sage Publications.

Madhlangobe, L. (2017). Sustained school improvement: A case of how school leaders strategize for school improvement in Zimbabwean Primary schools. Zimbabwe Journal of Educational Research, 29(2), 92-111.
Madhlangobe, L., Mawere, D., & Hungwe, G. (2015). Attributes of outstanding school principals in Zimbabwe: A case study of two Bulawayo Metropolitan Schools. Journal of Education Research and Behavioural Sciences Vol. 1(2).
Madhlangobe, L., Chikasha, J., Mafa, O., & Kurasha. (2014). Persistence, perseverance, and success (PPS): A case study to describe motivational factors that encourage Zimbabwe Open University ODL students to enrol, persist, and graduate with master’s and doctorate credentials. SAGE Open July-September 2014: 1–15.
Madhlangobe L. & Madhlangobe T. (2015). Self-reported teacher experiences with effective school improvement leadership practices. EJES Journal of Educational Leadership.
Madhlangobe L., Gordon S.G., & Johnson K. P. (2007). What makes an effective principal? The Journal for Australian School Leadership: Leadership in Focus, Winter, 2006.
Madhlangobe L & Gordon SP. (2014). Culturally responsive leadership in a culturally and linguistically diverse context Sage Publications, Journal of educational leadership.
Madhlangobe L., & Dlugosh L. L., (2010). Has the increased emphasis on parental involvement hindered the ability of administrators to lead Public Schools and Districts? School Governance, Debating Issues in American Education. Book Chapter 11.
Madhlangobe, L. (2015). Educational Administration: Module BECD201 Computer Application to ECD contexts. ZOU Publishing House. Harare.
Martinez, M. H., Madhlangobe, L., & Payne, E. M., (2011).Using the Texas College and Career Readiness Standards to guide professional development: A model for quality preparation for ABE teachers (White Paper).

N/A

1. Book writing project: Handbook for School Heads in Zimbabwe (June-November, 2019) MoPSE and UNICEF.
2. Teacher Capacity Development Project (2015-2017) MoPSe and UNICEF. Zimbabwe
3. Dropout Recovery Pilot Project (2005-2008). Texas State University-San Marcos USA.

1. Outstanding Graduate Student (PhD) Texas State University-San Marcos. (2009)
2. Graduate School Scholarship, University Book Prize Scholarship. (US$4.000) Texas State University-San Marcos (2007).
3. Outstanding Graduate Student (2004). Universidad Instituto Politecnico Nacional—Campo Santo Tomas. Mexico. (2004)

Ministry of Primary and Secondary Education (MoPSE), Teacher Professional Development. Funded by MoPSE and UNICEF
MoPSE, Facilitation of Book Writing Workshop on School Leadership. Funded by MoPSE and UNICEF. (Current)

DPhil Supervision
1. M. N. Mahlaba, (2016). Transitions between grade levels: A study to analyse effective methods for transitioning students within the primary school system in Bulawayo.
2. G. T., Chiparange, (2016). A critical analysis of factors that inhibit the effective implementation of Early Childhood Development Programme in Mutare District-Zimbabwe.
3. Maphosa, Joyce S. (2019). A Comparative study of the Educational Internal and External Instructional Supervision in Primary Schools: A Strategy for enhancing Quality Education Service Delivery in Mashonaland East Province of Zimbabwe. (Current)

Patented Work:

Grants & Funding (current and Past projects):

1. Book writing project: Handbook for School Heads in Zimbabwe (June-November, 2019) MoPSE and UNICEF.
2. Teacher Capacity Development Project (2015-2017) MoPSe and UNICEF. Zimbabwe
3. Dropout Recovery Pilot Project (2005-2008). Texas State University-San Marcos USA.

Awards & Achievements:

1. Outstanding Graduate Student (PhD) Texas State University-San Marcos. (2009)
2. Graduate School Scholarship, University Book Prize Scholarship. (US$4.000) Texas State University-San Marcos (2007).
3. Outstanding Graduate Student (2004). Universidad Instituto Politecnico Nacional—Campo Santo Tomas. Mexico. (2004)

Consultancy and advisory work (current and past):

Ministry of Primary and Secondary Education (MoPSE), Teacher Professional Development. Funded by MoPSE and UNICEF
MoPSE, Facilitation of Book Writing Workshop on School Leadership. Funded by MoPSE and UNICEF. (Current)

Supervision information (MPhil, DPhil, etc.):

DPhil Supervision
1. M. N. Mahlaba, (2016). Transitions between grade levels: A study to analyse effective methods for transitioning students within the primary school system in Bulawayo.
2. G. T., Chiparange, (2016). A critical analysis of factors that inhibit the effective implementation of Early Childhood Development Programme in Mutare District-Zimbabwe