Submitted in accordance with the requirements for the

POST GRADUATE DIPLOMA IN EDUCATION

In the

DEPARTMENT OF EDUCATION

ZIMBABWE OPEN UNIVERSITY

Perceptions of key education stakeholders on the use of uniformed forces to invigilate

external school examinations: A case study of government primary and high schools in

Shiselweni region, ESwatini.

By

Celia Muzeza

Student no: P1846380P

SUPERVISOR: Dr D. Ncube

Contact details

Email: [email protected]

1
 ZIMBABWE OPEN UNIVERSITY

APPROVAL FORM

The undersigned certify that they have read and recommended to the Zimbabwe Open University
for acceptance; a project entitled, “Perceptions of key education stakeholders on the use of
uniformed forces to invigilate external school examinations: A case study of government primary
and high schools in Shiselweni region, ESwatini” submitted by Celia Muzeza in partial
fulfillment of the requirements of the Post Graduate Diploma In Education.

…………………………………………………..

SUPERVISOR

……………………………………………………..

PROGRAMME CO-ORDINATOR

DATE

……………………………………………………..

i
 ZIMBABWE OPEN UNIVERSITY

RELEASE FORM

NAME OF AUTHOR : CELIA MUZEZA

TITLE OF PROJECT : Perceptions of key education stakeholders on the

use of uniformed forces to invigilate external
school examinations: A case study of government
primary and high schools in Shiselweni region,
ESwatini.

PROGRAMME : Post Graduate Diploma in Education

YEAR GRANTED : 2020

: Permission is hereby granted to the Zimbabwe

Open University to produce single copies of this
project and to lend or sell such copies for private,
scholarly or scientific research purposes only.
The author reserves other publications rights that
neither the project nor extensive extracts from it
may be printed or otherwise reproduced without
the author’s written permission.

SIGNED : ………………………………………

PERMANENT ADDRESS : 1983 NEW MAGWEGWE, BYO

DATE : 30 MAY 2020

ii
 ACKNOWLEDGEMENTS

Closing this chapter successfully was made possible courtesy of the people who spared me time

and valuable assistance.

In particular my sincere thanks are extended to all the research participants for sparing their time

to respond to the questionnaire and the interview sessions.

My utmost acknowledgements also go to my academic supervisor Dr Dingindawo Ncube. My

task would have been more difficult if not for his knowledge, professional guidance and

expertise.

Special thanks are also extended to firstly my husband Nesbert Jiyane. I thank you from the

bottom of my heart. You helped me obtain what helped make this document. To my children,

Nesbert Junior and Nkosephayo Nesbert, my apologies for the love compromised during my

studies. Thank you three for your patience and forbearance! To the man of God TB Joshua, I

salute, may God bless you abundantly above.

Last but not least I GIVE ALL THE GLORY TO GOD…..!!!!

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 DEDICATION

This research is dedicated to those parents who despite economic hardships, sacrifice so much to

send their children to school hoping for a better tomorrow by seeking to give insights to the

ESwatini government through the Ministry of Education on some of the not so obvious

educational challenges that may affect such effort and dedication through providing

recommendations on external examination invigilation.

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 ABSTRACT

Since 2013 to date, the use of uniformed/security forces in external examinations invigilation

when teachers are absent due to industrial action has become common in Eswatini public

schools. This has been driven by that when utilised, the government does not incur any costs and

the need to scare any possible disruptions from teacher trade unions. However resultantly there

are numerous challenges that schools face as reported through The Times of Eswatini, all which

consequently have an impact on students’ performance. At the time of the research, no known

related research had been conducted in the developing world. To address this knowledge gap, a

research study was conducted in Shiselweni region in Eswatini to explore the perspectives of key

education stakeholders on the use of security forces to invigilate external school examinations in

government primary and high schools. A descriptive research design was adopted and stratified

random sampling used to select all research participants. A total of 32 questionnaires were

administered to parents, 48 to former and current grade 7, form 3 and form 5 students selected

from 12 primary and high schools and 8 invigilator teachers in the region. 8 head teachers from

the school sample were also interviewed. The research revealed that the use of security forces in

examination invigilation was a cause for concern in Shiselweni, due to that students are scared

of law enforcers. The research therefore concluded that the current examination invigilation

improvisation method utilised when teachers are absent due to industrial action is inefficient.

Based on the research findings, the research study recommends that the government of ESwatini

uses retired educators to invigilate examinations in the absence of teachers.

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List of acronyms

ANOVA Analysis of variance

COLA Cost of living adjustment

ECOS Examination Council of ESwatini

HOD Head of Department

ICT Information, Communication and Technology

JC Junior Certificate

SGCE Swaziland General Certificate of Education

SNAT Swaziland National Association of Teachers

TSC Teaching Service Commission

ZOU Zimbabwe Open University

vi
List of symbols

% percentage

vii
 LIST OF TABLES

Table 4.1: Demographic data of students by school type by gender and by age ………........28-29

Table 4.2: Demographic data of parents by gender by age and by school location ………...29-30

Table 4.3: Demographic data of teachers by gender by age and by school …………………30-31

Table 4.4: Students personal emotional responses towards uniformed forces………………….32

Table 4.5: Relationship between student gender and personal emotional response towards

uniformed forces in the Shiselweni region ………………………………………….34

Table 4.6: Key stakeholder views on the

public examination environment created by armed forces ………………………35-36

Table 4.7: Stakeholders’ views on uniformed forces examination

invigilation knowledge ………………………………………………………….37-38

Table 4.9: Test scores of the different key stakeholder categories ……………………………..35

Table 4.8: Stakeholders’ views on the difference in performance between

groups invigilated by teachers and by uniformed forces …………………….....39-40

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 LIST OF FIGURES

Figure 2.1: Concern by stakeholders of deployment of invigilation

security forces in Eswatini …………………………………………………………...15

Figure 2.2: A police officer caught kissing a pupil while on duty ……………………………....17

Figure 4.1: Students sample population personal emotional

responses on uniformed forces ……………………………………………………...32

Figure 4.2: Stakeholders’ views on uniformed forces

examination invigilation knowledge ………………………………………………...38

Figure 4.3: Stakeholders’ views on differences in performance between groups

invigilated by teachers and those invigilated by armed forces …………………..40-41

Figure 4.4: Preferred examination invigilator options when teachers are on strike …………….42

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 LIST OF APPENDICES

APPENDIX 1: Questionnaire for primary students and parents …………………………….54-58

APPENDIX 2: Questionnaire for high school students and teachers ………………………..59-62

APPENDIX 3: Interview guide for selected heads of centres …………………………………..63

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 TABLE OF CONTENTS
APPROVAL FORM.........................................................................................................................i
RELEASE FORM...........................................................................................................................ii
ACKNOWLEDGEMENTS...........................................................................................................iii
DEDICATION................................................................................................................................iv
ABSTRACT....................................................................................................................................v
List of acronyms.............................................................................................................................vi
List of symbols..............................................................................................................................vii
LIST OF TABLES.......................................................................................................................viii
LIST OF FIGURES........................................................................................................................ix
LIST OF APPENDICES..................................................................................................................x
CHAPTER 1: INTRODUCTION....................................................................................................1
1.1 Background to the study...................................................................................................1
1.2 Statement of the problem..................................................................................................3
1.3 Purpose of the study..........................................................................................................4
1.4 Research questions............................................................................................................4
1.5 Assumptions...........................................................................................................................5
1.6 Significance of the study...................................................................................................5
1.7 Limitations of the study....................................................................................................6
1.8 Delimitations of the study.................................................................................................7
1.9 Definition of terms............................................................................................................7
1.10 Summary..............................................................................................................................8
CHAPTER 2: REVIEW OF RELATED LITERATURE...............................................................9
2.1 Introduction............................................................................................................................9
2.2 Teacher industrial strike actions and teacher absenteeism.....................................................9
2.3 Views on the use of armed forces in invigilating public examinations...............................11
2.3.1 Environment created by the use of armed forces in invigilating examinations............11
2.3.2 Armed forces’ knowledge of schools examination invigilation process.......................13
2.3.3 Performance differences between groups invigilated by teachers and uniformed forces
................................................................................................................................................13

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 2.4 Suitability of armed forces as examination invigilators.......................................................14
2.4.1 The professional conduct of armed forces versus examination invigilation.................14
2.4.2 The personality of armed forces versus examination invigilation................................15
2.4.3 The work experience of armed forces versus examination invigilation........................16
2.4.4 The dress code of armed forces versus examination invigilation.................................18
2.5 Invigilation replacements that ministries of education can consider in the absence of
teacher invigilators during the external examination period......................................................18
2.6 Summary..............................................................................................................................19
CHAPTER 3: RESEARCH METHODOLOGY...........................................................................20
3.1 Introduction..........................................................................................................................20
3.2 Research design....................................................................................................................20
3.3 Location of the study............................................................................................................21
3.4 Target population.................................................................................................................22
3.5 Sample size and sampling technique...................................................................................22
3.5.1 Determining the sample size.........................................................................................22
3.5.2 Sampling technique.......................................................................................................23
3.6 Research instruments...........................................................................................................24
3.6.1 Questionnaire.................................................................................................................24
3.6.2 Interviews......................................................................................................................25
3.7 Pilot study............................................................................................................................26
3.8 Data collection procedure....................................................................................................26
3.9 Data Presentation and analysis procedures..........................................................................27
3.10 Summary............................................................................................................................27
CHAPTER 4: DATA PRESENTATION, DISCUSSIONS AND ANALYSIS............................28
4.1 Introduction..........................................................................................................................28
4.2 Demographic characteristics of respondents........................................................................28
4.2.1 Gender, age and school location....................................................................................28
4.2.1.1 Student gender, age and school location........................................................................28
4.2.1.2 Demographic data of parent by gender by age and by school location.........................29
4.2.1.3 Demographic data of teachers by gender by age and by school location......................30
4.3 Emotional response towards uniformed forces....................................................................31

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 4.3.1. Students emotional responses towards uniformed forces.............................................31
4.3.2. Relationship between student gender and personal emotional response towards
uniformed forces in the Shiselweni region.............................................................................34
4.4 Do armed forces create a suitable public examination writing environment?.....................35
4.5 Do armed forces have appropriate knowledge of examinations invigilation?.....................37
4.6 Differences in performance between groups invigilated by teachers and by armed forces.39
4.7 Invigilation replacements that ESwatini Ministry of Education should consider for
invigilation when teachers are absent........................................................................................41
4.7.1 Stakeholders’ views on invigilation replacements that ESwatini Ministry of Education
should consider for invigilation when teachers are absent.....................................................41
4.8 Conclusion...........................................................................................................................43
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS..........................44
5.1 Introduction..........................................................................................................................44
5.2 Summary..............................................................................................................................44
5.3 Conclusions..........................................................................................................................46
5.4 Recommendations................................................................................................................46
REFERENCES..............................................................................................................................48

xiii
1
 CHAPTER 1: INTRODUCTION

1.1 Background to the study

Teacher industrial action during the past years has become common in education systems across

the globe (Jaume and Willen 2018) especially in developing countries. This is due to the shared

belief among policy makers that unlike other ways of protesting such as going slow, industrial

actions are most detrimental to student learning and achievement (Baker 2011). As such when

conducted, the government can only comply with teachers’ grievances. Literature reveals

numerous reasons for the teacher industrial action especially given the political unrests in

developing countries although they are all centered on better working conditions and

remuneration. In some cases, the situation is so serious as teachers use this last resort method of

communication to seek decent salaries to match the ever escalating cost of living. During

teachers’ strikes, in the absence of teachers, some students under the supervision of the few

administrative members conduct themselves in deviant behaviours including violence, bullying

and smoking within the school premises. Such behaviours oftentimes may traumatise other

students and if victims are not counseled may be affected in their entire school life. Millions

worth of school property which include classroom windows, chairs and desks have also been

reported vandalized and destroyed by learners. This consequently means when school normally

resumes some learning environments are not conducive for effective teaching and learning.

Unfortunately, over the years most governments especially in developing countries seem not to

be bothered by the industrial actions and as a result business in the office of the Minister of

Education continues as normal and yet millions of children in the government schools, remain

without teachers. This is despite the same governments’ common goals being to ensure that

1
citizens’ needs are prioritised and all children given a right to learn/education. In Zimbabwe for

instance, since the beginning of the economic meltdown as early as in the 1990s to date, teacher

industrial action has also become frequent. In South Africa teacher industrial strikes have also

become common and unfortunately many a time are also violent. Recently in Swaziland, teacher

industrial action for better working conditions and revenue have been purposely conducted

during the external examinations writing periods affecting the primary, junior and high school

external examinations writing in numerous ways. In Swaziland this has been the case notably in

2013, 2018 and 2019. In response to teachers’ industrial action the government resorts to using

uniformed forces which include the police and prison officers as examinations invigilators in

public schools. Some reported common problems in the use of security forces as invigilators

include sleeping during the examinations invigilation while others have been implicated in

sexual relationships with students and most obviously the unkind environment their presence

creates in the examination room. It is important to note that the assessment of students and the

integrity of the examination process is of paramount importance to any nation (New Castle

University 2015). After several months of hard preparations for the examination, most students

and key stakeholders are often disturbed psychologically when teacher industrial actions begin to

unfold due to uncertainties about the continuity of the examination in the absence of invigilators.

An invigilator is any person appointed and responsible to assist the chief invigilator in the

conduct of an examination activity at the examination centre (New Castle University 2015; Dept:

Education Republic of South Africa). According to the Education Department, Republic of South

Africa, invigilators can be lecturers and in this context Heads of Departments (HODs), deputy

principals, teachers or reputable members of the community. They are appointed by the

examination board through schools to play a central role in ensuring security, maintenance,

2
conduction of examinations in a fair, appropriate manner and most importantly a suitable

environment (New Castle University 2015). Literature reveals though indirectly that examination

invigilators cannot be just anyone to serve an inconvenient situation. Besides the importance of

invigilators familiarizing themselves with the examination rules, the university (New Castle

University 2015) also emphasises the importance of invigilators familiarising themselves with

the examinations related policies. In support to this idea an educational website (www. riverside

- trainnig.co.uk), adds that as such invigilators must be appropriately trained in their duties and

be conversant with awarding organisation requirements in related issues for instance confirming

candidate identity. Due to these and other invigilation requirements, it is therefore a norm that

schools have always used teachers for invigilating external examinations and are sometimes

assisted by reputable members of the community.

Numerous literature exists on the effects of teacher industrial action although the subject on

impacts on student achievement still seems to lag behind (Baker 2011). The few developed

world research studies by for instance Belot and Webbink, (2006); Zwerling, (2008) and

Johnson, (2009) offer conflicting results and therefore proposed strategies susceptible to critique.

As such this study seeks to analyse the perceptions of key stakeholders including most

importantly the learners in the context of ESwatini, on the effects of the use of security forces

during teacher industrial actions on the administration and writing of external examinations.

1.2 Statement of the problem

Due to economic challenges in ESwatini as is the case in most developing countries, civil

servants’ salaries including those of teachers have been stagnant for so many years, yet the cost

of living continues to rise. Government and teacher organizations such as the Swaziland National

Association of Teachers (SNAT) talks are usually characterised by 0% increase or lesser offers

3
than what the unions would have tabled as realistic to afford a decent standard of living. This

coupled with the fact that the teachers are already paid far less than their counterparts in

neighbouring countries such as South Africa and Namibia and the suspicions of government’s

improper use of funds at the expense of the majority, drives teachers to engage on go slows and

even worse strikes to try and make the government agree to their request. The strikes are

strategically planned such as at the opening of schools or writing of crucial external

examinations impacting on the examination invigilation, a crucial aspect of the examination.

During times when teacher industrial action coincided with external examinations writing such

as in 2013 and 2018 as well as recently in 2019, when civil servants including teachers downed

tools demanding a 7.5% cost of living adjustment, the government of ESwatini instead to enable

that examinations proceeded ‘smoothly’ responded by deploying uniformed forces comprising of

police and prison officers who came armed to both guard schools and to invigilate the

examinations. It is therefore necessary to assess the effects this replacement may have on

creating a conducive environment for students to demonstrate their abilities especially form fives

since the resultant certificate determines several basic decisions such as job placements which

will have an effect on the rest of their lives.

1.3 Purpose of the study

The purpose of this study was to assess the perceptions of key stakeholders on the use of security

forces to invigilate public examinations so as to provide the relevant ministries of education in

developing countries with the best invigilation replacements should teacher industrial action

coincide with the writing of external examinations.

1.4 Research questions

The study was guided by the following research questions:

4
Is the use of uniformed forces creating a suitable environment for candidates to write

examinations in schools in ESwatini?

Do uniformed forces have the appropriate knowledge of examinations invigilation to invigilate

examinations in schools in ESwatini?

Are there differences in performance between groups invigilated by teachers and those

invigilated by uniformed forces in schools in ESwatini?

What are the best invigilation replacements that ministries of education should consider in place

of teachers during the external examination period in schools in ESwatini?

1.5 Assumptions

Uniformed forces that include police officers and prison warders are generally associated with

societal deviant behaviors and so their presence in any environment especially when armed

cannot go unnoticed. The study therefore assumed that their presence in schools as invigilators

may not be the best replacement for teachers to create a conducive environment which ensures

that examinations run smoothly and students achieve their best. Secondly the study assumed that

the researcher will be permitted to carry out the study in the targeted schools by the responsible

authorities. Furthermore it was assumed that the respondents will respond to the questions on the

questionnaire honestly and return the questionnaire in time for the study to be completed in time.

1.6 Significance of the study

This study is important because knowledge on the effects of teacher industrial action on

invigilation of external examinations, adds to the body of knowledge on the effects of teacher

industrial actions. It also provides feedback to ministries of education, politicians and

governments on the views of the relevant stakeholders to whom they are offering a service.

5
Candidates of the same educational levels, who will write examinations during such a time in the

future, may also benefit as the study results may provide the best invigilation replacements

whose presence may create a befitting environment for students to focus on their examinations.

The parents of students undertaking examinations and the community may be happy knowing

that even if teachers may not be present, their children will write the examinations in an

environment that does not restrict them to demonstrate their full potential.

1.7 Limitations of the study

In carrying out this study some limitations were encountered, these are outlined below.

Time constraints - Since the study was conducted within two (2) months, stakeholder

perceptions were therefore obtained only from a few individuals of the study population using

self administered questionnaire and interview techniques to gather the data fast for analysis.

However in order to ensure that valid and reliable information from the stakeholders was

obtained, the researcher worked extra more hours including weekends and after hours analysing

the data.

Financial constraint - Lack of adequate financial resources contributed to the use of a small key

stakeholders’ sample. Data was collected using questionnaires and interviews to obtain from

stakeholders otherwise broad information on the subject matter. However in order to ensure that

valid and reliable information was obtained, short semi structured questionnaires and over the

phone semi structured interviews were utilised to cut costs.

Sensitivity of the study - Considering the sensitivity of the study, research participants were

scared to participate in the study. However in order to obtain the consent of participants for the

research, the researcher firstly explained clearly to the population that the purpose of the research

6
was purely for academic reasons. Furthermore participants were assured of confidentiality and

anonymity of their responses.

1.8 Delimitations of the study

The study focused on the utilisation of security forces by the ESwatini government in the

invigilation of grade 7, form 3 and 5 public examinations during teacher absence due to

industrial action. ESwatini has four regions namely Shiselweni, Hhohho, Lubombo and Manzini

with a total of 830 public schools (Times of ESwatini 2019). However the study was conducted

in Shiselweni region only which has a total of 225 schools.

1.9 Definition of terms

Key terms used in this study are defined as shown below:

External examination: Final end of year examinations set by awarding bodies for

completing primary, junior and high school grades so that the

results are used to determine the future path for the different

candidates.

Invigilator: Any person such as teachers appointed and responsible to assist

the chief invigilator in the conduct of an examination activity at the

examination centre.

Key stakeholder: A person or member who has an interest in the success of the

school especially because they are part of the school staff or they

7
 have invested their time, effort or money.

Perceptions: Views on something.

Public schools: Schools owned by government or communities and local

authorities on behalf of the government. They constitute the

majority of learners including for ordinary people in society.

Teacher industrial strikes: Teacher demonstrations on the streets to settle disputes with the

employer.

Uniformed armed forces: Civil servants who work with the law. They include police officers,

soldiers and prison officers.

1.10 Summary

This chapter highlighted that teacher industrial actions in ESwatini have become a norm to

coincide with the external examination period. This amongst other problems also affects the

invigilation process. In the absence of teachers, the government has in the past years deployed

armed uniformed forces to guard schools and invigilate the learners. However it is this

researcher’s intention through relevant stakeholders who include students to ascertain if

uniformed forces are the best replacement for teachers in maintaining a conducive environment

for this important exercise. The next chapter reviews literature related to the study at hand.

8
 CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter presents a review of the literature related to the study. It begins by showing the

contributions of teacher industrial action to teacher absenteeism. It then examines literature on

the possible environment that uniformed forces create during examination invigilation and their

invigilation knowledge. Literature on the differences in performance between groups invigilated

by teachers and those invigilated by uniformed forces as well as the perceptions of key education

stakeholders on the use of uniformed forces as invigilation replacements that Ministries of

Education through their schools consider in the case of teacher absenteeism is also explored.

2.2 Teacher industrial strike actions and teacher absenteeism

Recently the increase in teacher absenteeism has become a topical issue in educational research

due to its detrimental effects to student learning and achievement (Kwesi 2013; Hipondoka

2017). Generally teacher absenteeism in African countries is higher compared to America

(Hipondoka 2017). However teacher absenteeism from duty has become a serious offence by law

the world over (Hipondoka 2017). In South Africa teachers are charged with misconduct if they

are absent for 14 consecutive days without a valid reason and without permission as per section

18 (i) (j) of the Employment of Education Act no.76 of 1998 (Mampane 2013). In ESwatini the

Teaching Service Act no. 28 of 1983, charges teachers with an act of misconduct if they are

absent from duty for 7 consecutive days without a valid reason (The Teaching Service Act, no.

28, 1983). Numerous reasons have been sighted for teacher absenteeism. In Namibia studies

conducted by Combe et al. (2002) and Kwesi (2013) agree that HIV/AIDS has immensely

contributed to teacher absenteeism. In 2010 Ejere linked teacher absenteeism to behavioural

problems such as alcohol abuse and lack of self discipline (Hipondoka 2017). Study and

9
maternity leaves have also been identified in the Pacific region as chief reasons for teacher

absenteeism (Dandapani et al. 2015). Even infectious diseases including the 2020 world wide

covid-19 pandemic can also cause teachers to be absent from duty. Most importantly Wills

(2014), discovered that teacher industrial strike actions were amongst the most common and

critical contributing factors to teacher absenteeism.

Teacher industrial action is an action that teachers take involving stopping work to protest to

their employer about something (Baker 2011). Some teacher industrial actions are triggered by

that teachers feel undervalued and disrespected (Ainslie 2013). Commonly in developing

countries teacher industrial actions are centered on remuneration and better working conditions.

Teacher industrial actions are critical due to that unlike other alternative ways to settle disputes

with employer such as go - slows, they completely withdraw teacher labour from the classroom.

This implies that during such a time, no teaching and learning and or preparation for

examinations takes place until the disagreeing parties (teacher trade union and the employer)

agree. In Canada for instance teacher industrial actions have lasted in excess of 50 days (Baker

2011). The causes for teacher industrial actions are varied depending with countries. In order to

ensure that the government and responsible authoritative ministries in these countries respond to

teacher grievances promptly, the recent common norm with trade unions in developing countries

has been to purposely initiate or resume industrial actions around the external examination

period. In Swaziland the 2013, 2018 and recently 2019 primary, junior and high school external

examinations have been administered in the absence of teacher invigilators due to teacher

industrial actions for 7.5% cost of living adjustment (COLA). Even at the compilation of this

study in June 2020, the issue had still not been settled and talks between the teacher trade union,

10
Swaziland National Association of Teachers (SNAT) and government were underway since the

beginning of the year (Times of ESwatini 2020).

Due to the adoption of teacher industrial action during external examination periods in different

nations, there are risks associated with some of the decisions implemented by affected countries’

governments to ensure the continuity of the examinations. As such educational research studies

add industrial actions to the existing examination irregularities. This follows that some decisions

undermine or threaten the integrity, credibility, security and the fairness of the external

examination and consequently the assessment process (www.riverside- training.co.uk).

2.3 Views on the use of armed forces in invigilating public examinations

2.3.1 Environment created by the use of armed forces in invigilating examinations

Assessment of students and the integrity of the examination process is of paramount importance

to educational institutions including schools and their stakeholders. Examination invigilators do

not only play a central role in helping ensure that the assessment is conducted in a fair and

appropriate manner. They (invigilators) also have a responsibility to ensure that students are able

to sit the examinations in a suitable environment (Newcastle University 2015). A suitable

examination environment encompasses numerous aspects including well ventilated and lighted

rooms that are free from noise. It also involves adequately equipped rooms to meet specific

practical subject needs such as usable burners for science practicals and computers for

Information and Computer Technology subjects. Most importantly and yet maybe not noticeable,

invigilators as people also contribute to creating a conducive assessment environment. As such in

order to ensure that ideal invigilators are appointed for the job, the directors of schools usually

head teachers are entrusted by examination boards with nominating academic staff that will serve

11
as invigilators for individual schools (Liverpool John Moores University 2016). Even when non

academic staff are needed to assist the academic staff as is the case when a school has too many

candidates, when there are few available teachers that can be appointed for invigilation, teachers

are absent from duty due to a teacher industrial action or otherwise, the heads of schools work

with the community representatives to select specific qualities from members of the community.

However in Swaziland in 2013, 2018 and 2019 for instance the government deployed uniformed

forces as invigilators in the absence of teachers to allow examinations to continue. Literature

reveals information that suggest that the professional conduct, dressing, personality and many

other factors about invigilators need careful consideration as they can have an impact on

students’ performance during an examination. This includes for instance that invigilators’ shoes

should have soft soles so that even when invigilators move during the examination they do not

disrupt candidates (Newcastle University 2015). In support of the above point the Times of

ESwatini (2019) revealed that the use of soldiers, police officers or prison warders in invigilating

examinations in ESwatini may not be the best option because a lot of factors about them create a

frightening environment which does not support learners’ effort. This includes their nature of

work, their regalia, the fire arms that they always carry as an aid to the fulfillment of their duty.

The ESwatini Times (2019) reported that the above may intimidate, scare, bring to memory

traumatic historic events to some examinees imposing an uncomfortable atmosphere which may

make them fail to concentrate on the paper and therefore the overall performance. Besides, some

students at primary school especially in the rural areas due to their age, culture and lack of

exposure are naturally scared of these security officers especially due to their nature of work.

The matter is so serious because examinations are important to students and inappropriate

12
invigilators can be cited as grounds for complaint if it adversely affects student’s performance in

any way (Newcastle University 2015).

2.3.2 Armed forces’ knowledge of schools examination invigilation process

Invigilation is an important task during student assessment and lack of the invigilation

knowledge for instance on the stationery required in the examination room contributes to poor

invigilation (Autumn 2010). Research in Poland and Nigeria agree that learners cheat in

examinations because of poor invigilation during examinations and the consequences are huge

affecting not only the culprit but other candidates’ results, the school and country at large (Butler

et al. 2007; Dishi et al. 2016). This is due to that especially in the case of completing high school

candidates, results are used to seek training to higher institutions of learning and employment

which all have an impact on the country’s economy.

2.3.3 Performance differences between groups invigilated by teachers and uniformed forces

Literature suggests that generally students invigilated by teachers perform better than students

invigilated by uniformed forces. This is due to the fact that teachers are able to create a high

quality examination environment which instills focus and concentration needed for better

performance in examinations compared to other professionals including uniformed forces. In line

with the above view, Chaudhury et al. (2005), highlight that children experience successful

education when they are exposed to a high quality learning environment.

USAID (2015) and Kwesi (2013) posit that teacher absenteeism damages student motivation.

This implies that for every activity or duty that teachers normally partake in including

invigilation, their absence destroys student motivation which consequently impacts negatively on

the performance of students. There are many reasons for this, including that as the years progress

13
students develop a team work relationship with all teachers in the school through the various

offered extracurricular school activities. In many students the relationship may not only build

respect for the teachers in the school but may extend to motivating and creating positive learning

attitudes in students in the presence of these mentors when they are utilised as invigilators. As

such since schools have no work relationship with armed forces, their presence as invigilators

does not induce an atmosphere which motivates students to focus, recall their lessons and

therefore achieve their best in the examination. Instead students’ concentration may be disrupted

as they get fascinated by the clear vision of these officers of the law.

2.4 Suitability of armed forces as examination invigilators

2.4.1 The professional conduct of armed forces versus examination invigilation

The frequency and level of examination irregularities remains a topical issue in many

educational settings including schools even today (Aullo 2004; Fayomi et al. 2015; Ajelabi

2018). Studies reveal that in addition to other factors, invigilators especially those who lack

invigilation knowledge due to that they are not classroom practitioners such as uniformed forces

can contribute immensely to examination irregularities (Cambridge Assessment International -

Undated). In response literature shows that different stakeholders through their institutions do

not agree to the use of these law officers. As such they work tirelessly and endlessly at their

different levels with their schools to ensure that external assessments maintain the dignity or

respect they deserve by ensuring that they are conducted with rigour and fairness to afford

students the best possible opportunity to perform to the best of their ability in examinations

(Hipondoka 2017). Instead of exposing students to poor invigilation, the examination board for

instance emphasizes the importance of the head of centres to utilise only trained invigilators in

cases where teachers are absent from duty (Adow et al. 2015). Various examination manuals by

14
examination boards also suggest various teacher invigilator replacements options that head of

centres may consider during examinations periods (Castro et al. 2007; Hutchings et al. 2009;

Hipondoka 2017). None suggest the utilization of uniformed armed forces as invigilators In

Swaziland where these law officers have been utilised both parents and students have objected to

their use (Times of ESwatini 2019) citing numerous reasons as represented by figure 2.1 below.

Source: Times of eSwatini 2019

Fig: 2.1 Concern by stakeholders of deployment of invigilation security forces in eSwatini

2.4.2 The personality of armed forces versus examination invigilation

The personality of a person refers to the various aspects of a person’s character that combine to

make them different from other people (Oxford 1996). Due to armed forces’ nature of work,

15
commonly they present a hard hearted, cruel, harsh and all sorts of related negative character

attributes. In response literature suggests that non supportive and unsympathetic characters such

as associated with uniformed forces present challenges in the kind of tasks that armed forces as

invigilators may be required to perform (Autumn 2010). These include that examinations being

very stressful, occasionally provoke unreasonable behaviours and anxiety health related

problems in students which require the support and sympathy of invigilators in various ways

(New Castle University 2015). This is because if students are improperly handled, adverse

effects may result on the victims as well as other candidates (New Castle University 2015). To

avoid exposing students to personalities that may impact on performance during examinations,

different education stakeholders suggest that they do not agree with the utilization of uniformed

forces. Examination boards for instance provide recruitment guides for head of centres to check

with applicants their readiness for handling, supporting, sympathizing and empathising with

emergencies during the examination. In ESwatini where uniformed forces have been used as

invigilators, SNAT 2018 and 2019 reports and The Times of ESwatini (2018 and 2019) reveal

that some students due to uniformed forces personality were scared to frequently ask to be

accompanied to relieve themselves which disturbed their concentration during the examination

and therefore performance.

2.4.3 The work experience of armed forces versus examination invigilation

Examination acts of misconduct which occur in diverse forms of nature and have become a

cancerous problem in the African educational system have over the years also been linked to

some invigilators (Onuka and Durowoju 2011). In response literature suggests that culprits are

those invigilators such as armed forces that lack experience working with young people (Autumn

16
2011). In support amongst the acts of misconduct, Adesina and Magaji in Fasasi (2006), include

most commonly trading sex with invigilators for marks. In response literature shows that

different stakeholders through their institutions do not agree to the use of these law officers. As

such to avoid exposing students to such invigilators, stakeholders jointly fight through various

ways including the government providing stringent penalties for culprits. Various examination

manuals for recruitment emphasize the importance of heads of centres to establish the work

experience of applicants. In ESwatini where these law officers have been utilised various acts of

misconduct have been reported including sexual relationship with students as represented by

figure 2.2 below.

Source: Times of eSwatini 2019

Fig: 2.2 A Police officer caught kissing a pupil while on duty

17
 2.4.4 The dress code of armed forces versus examination invigilation

Consistent examination environments which include quiet and unobtrusive examination

environments (Autumn 2010), at all examination centres are essential (Adow et al. 2015). This

ensures that the examination results obtained are reliable since they are obtained from

comparable conditions ruling out any extraneous variables that might influence the prescribed

standards (Adow et al. 2015). In support Liverpool John Moores University (2016) adds that

even invigilators should not cause unnecessary disturbances in the examination rooms. Not even

with their clothing (New Castle University 2015). In response literature suggests that

stakeholders at their different levels do not agree to the utilization of law officers as invigilators.

As such examination boards mention that head of centres should at recruitment emphasise smart

style of dress which gives a more professional image. In ESwatini during the 2013, 2018 and

2019 examination periods, uniformed forces carried their fire arms, dressed in their heavy duty

shoes and uniforms which made destructed and made noise when they moved inside and outside

the examination rooms (Times of ESwatini 2018, 2019).

2.5 Invigilation replacements that ministries of education can consider in the absence of

teacher invigilators during the external examination period

The world over, schools remain open for examinations during teacher industrial actions with the

head teacher remaining as the head of a centre. Due to that the head of a school cannot manage

the examination logistics alone, external invigilators are therefore needed to replace the teacher

invigilators so that examinations continue as per the nation’s school calendar. In the case of

teacher strikes, the Namibian joint contingency plan, allows the employment of relief teachers to

serve as invigilators (Castro et al. 2007). In the same manner, generally in the United States of

America, relief teachers are provided if a teacher is absent from duty (Hipondoka 2017). In other

18
nations, although external invigilators have not been utilised to specifically solve the problem of

absence of teachers due to industrial actions, Hipondoka (2017) highlights that community

volunteers, with good reputation can be used to assist in examination invigilation. Arrangements

are put in place so that they work under the supervision of a member of staff and or the head

teacher (Hipondoka 2017). Some schools have also employed temporary workers and parents to

allow public examinations to take place (Hutchings et al. 2009). In addition members of the

school support staff and school committee have also been cited as possible candidates for

utilization as invigilators in a school although their few numbers may be a challenge in large

schools. Also recommended are school leavers and contract teachers due to that they do not

partake in teacher industrial actions (Hutchings et al. 2009).

2.6 Summary

It is the desire of key stakeholders and every candidate that students pass an examination.

However, good performance is not only based on the student intellect but on many other factors

including invigilation. This is due to that ideal invigilation such as results in the presence of

teacher invigilators provides a conducive environment that allows students to focus on the paper

and as a result demonstrate their abilities. Unfortunately the rampant teacher industrial actions to

settle grievances with the employer especially in developing countries during public

examinations period threatens the invigilation process and therefore the integrity, credibility,

security and or fairness of the assessment process. Since examinations need to proceed without

the invigilator teachers, it is therefore vital that selection and replacement decisions by the

responsible authorities involving external examination invigilation provides invigilators whose

presence will still impose conducive atmospheres that still promote learners to demonstrate their

full potential.

19
 CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction

The chapter presents the research methodology adopted by the study. This includes the research

design and the location of the study. Furthermore, it explains the target population, sampling

design, data collection techniques, pilot study, data collection procedure and ethical issues taken

into consideration during data collection. The chapter closes by highlighting the data

presentation and analysis techniques used in this study.

3.2 Research design

A research design is a plan that one is determined to use in order to look for answers for the

research problem(s) (Johnson and Christensen 2004). A more detailed recent definition adds that

a research design is a master plan that specifies the methods and procedures for collecting and

analysing the required information that will provide answers to the research problem(s) for a

scientific research (Zikmund et al. 2010).

There are various research designs that can be utilised in educational research. Common

examples of educational research designs include case studies which are detailed research studies

involving the identification of all cases present in the study population (Gary 2011).

Experimental designs involve randomly dividing a population into at least two groups and then

exposing one group to experimentation or manipulation while the other is not manipulated (Cash

et al. 2016). Triangulation research designs allow the use of a combination of study types.

Important to note is that in each particular research study, the research design selected is guided

by the research problem and the data to be collected (Moss 2016). In line with the above views,

the present study, a descriptive survey design comprising both quantitative and qualitative

20
approaches was adopted. Shuttleworth (2008) defines descriptive research designs as scientific

methods of inquiry involving observing and describing the behaviour of participants without

manipulating them in any particular way. This implies that data and characteristics about the

population or phenomenon being studied is described in a factual, accurate and systematic way.

The descriptive survey design was ideal in this study since it sought to understand the perception

of key stakeholders in the use of uniformed forces as external examination invigilators in public

schools in the absence of teachers during teacher industrial actions.

3.3 Location of the study

ESwatini formerly known as Swaziland is a small landlocked country headed by a constitutional

monarchy with a national and local government (Macmillan 2014). It relies on an agricultural

economy and as such a significant proportion of the population resides in rural setups. For

administrative purposes, ESwatini is divided into Shiselweni, Manzini, Lubombo and Hhohho.

The total number of public schools in the four regions is 830 with 225 from Shiselweni region.

Out of these 225 public schools, 85 are high schools and 140 primary schools (Examination

Council of ESwatini 2018). The country’s education system which is governed through the

Ministry of Education, currently headed by Lady Howard Mabuza is localized with the

Examination Council of Eswatini (ECOS) being responsible for the administration of grade 7,

form 3 (Junior Certificate) and form 5s (Swaziland General Certificate of Education)

examinations. At both primary and secondary, the education system is designed in such a way

that each student does not progress to the next grade unless they have passed the previous grade.

As such the higher grades generally constitute a mature group that is aware of their rights.

21
3.4 Target population

The target population is the bigger group covered by the study from which the researcher draws

the sample population (Gay et al. 2009). In this study, the population comprised of the school

administrators (head teachers or deputy head teachers), invigilator teachers, current grade 7,

form 3 and 5 students, former 2013, 2018 and 2019 grade 7, form 3 and form 5 students as well

as respective parents of both former and current candidates in Shiselweni region’s public

schools.

3.5 Sample size and sampling technique

3.5.1 Determining the sample size

A sample is a subset of the population under study which represents the population so that

conclusions can be drawn about the population (Crossman 2010). While there are numerous

methods that can be used to determine the sample size, most importantly sample size

determination is guided by the purpose of the research and population size with the level of

precision, level of confidence and degree of variability in the attributes being specified (Orodho

2009).

In order to determine the sample, the study first divided Shiselweni region into six strata as

represented in figure 3.1 above. Due to that Sicunusa, Gege and Mhlosheni are more of rural

growth points, these strata were used to represent rural areas in the region. Nhlangano,

Hlathikhulu and Lavumisa were used to represent urban areas in the Shiselweni region. Since

Eswatini has an agro based economy, most residents and schools are located in peri - urban and

rural settings and so to balance this, schools in the peri - urban settings were classified as urban

schools. Stratified random sampling using the lottery method was then used to select in each

22
stratum 2 schools comprising of 1 high school and 1 primary school so that in total 12 schools

were used as the sample. To achieve the above, in each stratum the schools were first assigned a

number and then placed in 2 separate boxes labelled primary and high school from where only 1

from each was picked. Stratified random sampling is an ideal method in research because it

ensures that all categories in the population are equally represented in the sample (Orodho 2009).

From the 12 schools selected the researcher chose to work with only 48 students.

3.5.2 Sampling technique

In order to come up with 48 participants, each of the 6 strata provided 8 students chosen by their

respective schools administrations as participants. Out of these students, 4 were from the

randomly selected primary school with 2 of the students being current grade 7 pupils and the

other 2 former grade 7 pupils. Another 4 participants from the high schools consisted of 1 current

JC and 1 current SGCE student. The other two were former students of the same grades in these

respective schools. In order to come up with the parent sample, 48 other students were also

randomly selected from the same schools in the same manner as above so that one of their

parents was used in the parent sample. This minimized obtaining similar views due to shared

information between parent and child if the same families were utilised in the sample. The study

also utilised 8 head teachers. These equal numbered head teachers of schools were from 8

schools randomly selected from the 12 participating schools placed in two separate boxes

labelled rural and urban schools. A total of 8 teachers, 1 from each of the above schools, were

selected as representative teacher invigilators by their respective schools to be utilised as the

teacher sample population.

23
3.6 Research instruments

Research instruments are tools for data collection (Alhassan 2008), an essential component of the

research process. This is because they enable researchers to obtain information relevant to

answer the research questions. They include questionnaires, observation guides, interviews and

focus group discussion guides. Two main research instruments were employed to gather data in

this study. These are semi structured self administered questionnaires to gather information from

students, teachers and parents. Structured interview guides over the phone were also used to

collect information from the head teachers for in depth exploration of different points related to

the topic.

3.6.1 Questionnaire

Questionnaires are documents that ask the same questions to all individuals in a sample

(Kroegger 1998). Questionnaires were selected because the technique provided the researcher an

opportunity to investigate economically a wide field of research in a reliable and valid way. They

also ensured that sensitive questions were responded to more accurately due to that there was no

face to face interaction between the respondents and the researcher. In support, Haralambos and

Horborn (2006) and Gay et al. (2009) highlight that self administered questionnaires are a valid

and reliable means of collecting research data. However self administered questionnaires should

be used with caution due to that besides questions being misunderstood, their application is

limited to the illiterate, very young and old people in the population, some participants may not

be able to express their feelings well on paper and data collected from the different respondents

is unstandardized which makes it difficult to compare and analyse (Peters and Kroegger 1998).

To address some of the above shortcomings, semi structured questions rather than open ended

24
questionnaires were used. The questions were also short and simplified so they could be easily

understood. Furthermore a pilot study was conducted prior to data collection to ascertain the

applicability of the questionnaire. In this study semi structured self administered questionnaires

consisting of 2 sections were handed by the researcher with the university card on to all

participating students, parents and teachers in their respective schools after permission was

sought through the ESwatini Teaching Service Commission (TSC) and the Zimbabwe Open

University (ZOU).

3.6.2 Interviews

Peters and Kroegger (1998), define interviews as face to face attempts to obtain reliable and

valid data in the form of verbal responses from respondents. Interviews are an ideal data

collection technique due to that they allow the interviewer to obtain information from all people

including illiterate participants and those that cannot express themselves well with open ended

questions. Furthermore interactions are lively and so are likely to produce richer information

than questionnaires (Charles 1988). However Charles (1988) quickly mentions that interviews

should also be utilised with caution due to that they can be affected by bias when participants

give answers that they think the researcher is interested in consequently affecting research

results. It may also be costly to travel and interview the participants. To overcome some of the

above drawbacks, the interview sessions were conducted over the phone and to only a few

participants. In addition a pilot study was conducted to ascertain the suitability of the interview

in providing answers to research questions. The study utilised 30 minutes structured interview

sessions conducted over the phone by the researcher to head teachers or deputy head teachers of

25
the randomly selected 8 schools. Information on their perceptions on the subject matter was

recorded and later played for analysis.

3.7 Pilot study

The validity and reliability of the research instruments were determined through pilot testing the

questionnaires to about 4 students randomly chosen in grade 7, form 3 and 5 classes from an

urban high school and rural primary school. Parents of 4 other students from the same schools in

the respective grades were also asked to complete the self administered questionnaire.

Furthermore two invigilator teachers selected by the school administrators, one from each of

these schools were utilised to represent the teacher sample. The interview guide was tested

through interviewing senior teachers of both schools. To overcome some of the drawbacks of

questionnaires the researcher compiled two simplified questionnaires to accommodate the

parents and primary students. The interviews were conducted on the same day one after the other

to maintain the style of questioning.

3.8 Data collection procedure

After briefly explaining the purpose of the research and assuring participants of confidentiality

and anonymity the researcher obtained the participants’ consent both verbally and in writing. The

participants were then given instructions on how to answer and then allowed to complete the

forms independently. Questionnaires were collected in each school by the researcher after 2 days

through an assigned teacher within the sample to enable reporting all the gathered data timely

and honestly without any fabrications to the relevant department. The study also utilised 30

minutes structured interview sessions conducted over the phone by the researcher to head

teachers of 8 randomly selected schools. Information on their perceptions on the subject matter

was recorded and later played for analysis.

26
3.9 Data Presentation and analysis procedures

Responses from the participants were presented using tables and graphs and then the results

discussed. A relevant spss package test was then used for analysis.

3.10 Summary

The chapter has described the research design, the study location, sampling procedures and the

research instruments used in the study. The preferred data collection methods were further

critically analysed by highlighting both their advantages and disadvantages. The researcher then

discussed how their weaknesses were overcome in order not to compromise the research results.

Finally the chapter highlighted how the gathered data was to be presented and later analysed to

provide answers for the research questions.

27
 CHAPTER 4: DATA PRESENTATION, DISCUSSIONS AND ANALYSIS

4.1 Introduction

The chapter provides a detailed presentation, discussion and analysis of research findings

obtained from Shiselweni Region on the perceptions of key education stakeholders regarding the

use of armed/uniformed forces to invigilate public examinations when teachers are on strike. The

data is presented in line with the research questions outlined in chapter one and is supported by

literature reviewed in chapter two.

4.2 Demographic characteristics of respondents

To understand the perceptions of key education stakeholders regarding the use of armed forces to

invigilate public examinations when teachers are on strike, the researcher distributed 48 self

administered questionnaires to both primary and high school students. The students were

selected by the respective school administrative structures of 12 randomly selected rural and

urban public schools from six stratas in which the region was divided into. The rural stratas were

Sicunusa, Gege and Mhlosheni and from each 2 schools, 1 primary and 1 high school were

randomly selected. The urban stratas were Nhlangano, Hlathikhulu and Lavumisa. Their

respective schools were also randomly selected as above.

4.2.1 Gender, age and school location

The demographic details of study respondents are outlined in the section below.

4.2.1.1 Student gender, age and school location

The demographic data of sampled students is shown in table 4.1 below.

Table 4.1: Demographic data of students by school type by gender and by age

28
 Location Demographic characteristics Total

Age

10-20 21-30

Male Female Male Female

Rural primary 8 4 0 0 12

Urban primary 5 7 0 0 12

Rural high 5 3 3 1 12

Urban high 5 4 1 2 12

Total 23 18 4 3 48

Percentage 48 38 8 6 100

Source: Questionnaire

There were 48 male and female students from both rural and urban schools who participated in

the research study.

4.2.1.2 Demographic data of parent by gender by age and by school location

The demographic data of sampled parents is shown in table 4.2 below

Table 4.2: Demographic data of parents by gender by age and by school location

Location frequency Demographic characteristics Total

Age

21-30 31-40 41-50

Male Female Male Female Male Female

Rural primary 0 1 0 3 0 0 4

Urban primary 0 0 0 7 2 1 10

29
 Rural high 0 0 0 4 0 2 6

Urban high 0 0 1 9 1 1 12

Total 0 1 1 23 3 4 32

Percentage 0 3 3 72 9 13 100

Source: Questionnaire

In both primary and high school levels, urban parent participants were more than their rural

counterparts. This could be attributed to the level of understanding the importance of education.

In all school levels and age groups, there were also more female parent participants than male

participants. This is due to that in ESwatini due to polygamous families, especially in the rural

areas, generally children’s welfare including school related matters are the responsibility of

mothers. Fathers normally take over in serious related matters. This was also due to that besides

being informed about confidentiality and anonymity, rural parents as heads of families living in

Swazi nation land for the king fear the implications of speaking against law enforcers who in

actual fact are the arm of their king.

4.2.1.3 Demographic data of teachers by gender by age and by school location

The demographic data of sampled teachers is shown in table 4.3 below.

Table 4.3: Demographic data of teachers by gender by age and by school

Location frequency Demographic characteristics Total

Age

31-40 41-50

Male Female Male Female

Rural primary 1 0 1 0 2

30
 Urban primary 1 0 0 0 1

Rural high 1 0 1 1 3

Urban high 0 2 0 0 2

Total 3 2 2 1 8

Percentage 38 25 25 12 100

Source: Questionnaire

Overally there were more male participant teachers (5) than female teachers (3). This could have

been due to that male teachers normally dominate the teacher industrial actions as female

teachers fear the risks associated with such actions as running away from law enforcers. As such

their respective school administrative structures could have felt their responses were essential for

the problem under study. In the urban schools, the 2 teachers who participated were both female

teachers probably due to that since females are naturally selective and particular about where to

work compared to males, they form the majority of teachers in the urban areas which increased

their participating chances.

4.3 Emotional response towards uniformed forces

The study participants were asked to reveal their emotions towards uniformed forces and their

responses are shown below.

4.3.1. Students emotional responses towards uniformed forces

The students’ emotions towards uniformed forces are shown on table 4.4 and on figure 4.1

below.

Table 4.4: Students personal emotional responses towards uniformed forces

31
Emotional response Primary school students High school students Total %

Rural Urban Rural Urban

M F M F M F M F

Very scared 0 4 2 6 0 3 1 4 20 42

Scared 8 0 3 1 5 1 4 1 23 48

Usual self 0 0 0 0 3 0 1 1 5 10

Don’t mind them 0 0 0 0 0 0 0 0 0 0

Excited 0 0 0 0 0 0 0 0 0 0

Total 12 12 12 12 48 100

Source: Questionnaire

STUDENTS PERSONAL EMOTIONAL RESPONSE

60

50

40

30 %

20

10

0
VERY SCARED SCARED USUAL SELF DON’T MIND EXCITED
THEM

Source: Questionnaire

Fig 4.1: Students sample population personal emotional responses on uniformed forces

32
Out of the 48 students, 20 students said they were very scared of uniformed forces. 23 students

said they were scared of uniformed forces while only 5 indicated that they are their usual self

when they meet uniformed forces. None of the students indicated that they did not mind or feel

excited at the sight of the uniformed forces. The above responses therefore resulted in 42% very

scared, 48% scared, 10 % usual self, 0% excited and 0% none minding students of uniformed

forces. Conclusively the majority of the student participants (90%) are scared of uniformed

forces, 10% usual self, 0% are excited or do not mind uniformed forces. The results further

show that primary students formed the greater part of the very scared and scared group. These

students revealed that parents normally threaten deviant behaviours with greater punishment

from uniformed forces commonly the police. High school students however revealed that

although the fear lessens as one learns and understands uniformed forces duties, some especially

female students remained fixated on fearing the uniformed forces. The few high school female

respondents who indicated that they are their usual self in the presence of law enforcers

forwarded reasons that included that they lived with the law enforcers

To validate the above, a chi square hypothesis test was carried out using two most common

variables to determine the association between student gender and personal emotional response

towards armed/ uniformed forces. The results of the hypothesis are presented below:

H0 = there is no association between student gender and personal emotional response towards

armed/ uniformed forces.

H1= there is an association between student gender and personal emotional response towards

armed/ uniformed forces.

Significance level 5%

33
Rejection criteria: If observed χ2 is greater than tabulated χ2 reject null hypothesis

If observed χ2 is less than tabulated χ2 accept null hypothesis

4.3.2. Relationship between student gender and personal emotional response towards

uniformed forces in the Shiselweni region

The relationship between student gender and personal emotional response towards uniformed

forces in the Shiselweni region is shown on table 4.5 below.

Table 4.5: Relationship between student gender and emotional response towards uniformed

forces in the Shiselweni region.

Gender Scared Very scared Total

Male 20(a) 3(b) 23(a+b)

Female 3(c) 17(d) 20(c+d)

Total 23(a+c) 20(b+d) 43(n)

χ2 (chi squared) = n ( (ad – bc) – n/2)2

(a+b) (c+d) (a+c) (b+d)

= 43((340 – 9) – 43/2)2

(23) (20) (23) (20)

43 (331- 21.5)2

34
 211600

χ2 = 19. 47

Degrees of freedom (df) = (r – 1) (c-1)

= (2 – 1) (2 – 1)

=1

The tabulated t value for df =1 is 3.84 at p =0.05 or 5% level of significance. Since the observed

value, 19.47 is greater than the tabulated statistic (3.84) at the 5% level of significance, the null

hypothesis is rejected and the alternative hypothesis accepted. The research therefore further

concludes that female students are generally afraid of uniformed forces and as such it is not

suitable to use uniformed forces as examination invigilators.

4.4 Do armed forces create a suitable public examination writing environment?

The study participants were asked whether armed forces create a suitable examination writing

environment and their responses are shown on table 4.6 below

Table 4.6: Key stakeholder views on the public examination environment created by armed

forces

KEY

SA – Strongly Agree A – Agree NS – Not Sure D – Disagree SD –Strongly Disagree

Data collection Key stakeholder Response Total

technique

35
 SA A NS D SD

Questionnaire Primary school students N= 24 0 0 0 10 14 24

High school students N=24 0 0 4 4 16 24

Parents for primary students N=14 0 0 1 4 9 14

Parents for high school students N=18 0 0 1 5 12 18

Primary teachers 0 0 0 0 3 3

High school teachers 0 0 0 1 4 5

Total 0 0 6 24 58 88

Percentage 0 0 7 27 66 100

Source: Questionnaire

Overally the key stakeholders unanimously strongly disagreed (66%) that armed forces create a

suitable public examination writing environment. This included even the head teachers who are

head of examination centres in the various schools. A significant number simply disagreed (27%)

that armed forces create a suitable public examination writing environment. About 7% of the

participants who included students and parents are not sure if security forces create a suitable

examination environment. None of the key stakeholders agreed or strongly agreed to the fact that

uniformed forces created a suitable public examination writing environment. As such the

response rates are 66% strongly disagreed, 27% disagreed, 7% not sure, 0% agreed and 0%

strongly agreed. The research therefore concludes that armed forces do not create a suitable

public examination writing environment. The above results are supported by the reviewed

literature which suggests that the unsympathetic character of armed forces contribute to creating

an unconducive examination environment (New Castle University 2015, Autumn 2010, SNAT

2018, 2019) which may force some students to undertake the examination in a scared and

36
traumatic environment which impacts on concentration and performance. Their heavy regalia

including shoes and the firearms also rob candidates of a quiet and unobtrusive examination

environment which literature emphasize is essential for all examination centres (Adow et al

2015, Autumn 2010). Furthermore invigilators’ roles are numerous and include adequately

equipping examination rooms to meet specific practical subject needs, which only subject

specialist or teachers may be able to provide.

4.5 Do armed forces have appropriate knowledge of examinations invigilation?

Study participants were asked whether armed forces have the appropriate knowledge of

examination invigilation and their responses are provided on table 4.7 and figure 4.2 below.

Table 4.7: Stakeholders’ views on uniformed forces examination invigilation knowledge

KEY

SA – Strongly Agree A – Agree NS– Not Sure D – Disagree SD – Strongly Disagree

Data collection

technique Key stakeholder Response Total

SA A NS D SD

Questionnaire Primary school students 0 0 4 7 13 24

High school students 0 0 0 3 21 24

Parents for primary students 0 0 0 3 11 14

Parents for high school students 0 0 0 3 15 18

Primary teachers 0 0 0 0 3 3

High school teachers 0 0 0 0 5 5

37
 Total 0 0 4 16 68 88

Percentage 0 0 5 18 77 100

Source: Questionnaire

UNIFORMED FORCES EXAMINATION INVIGI-

LATION KNOWLEDGE
Strongly Agree Agree Not sure
Disagree Strongly disagree

5% 18%

77%

Source: Questionnaire

Fig 4.2: Stakeholders’ views on uniformed forces examination invigilation knowledge

Both interviewed key stakeholders and those that participated in the research study through

questionnaires were asked to rate uniformed forces’ examination invigilation knowledge under

five options as shown on the key above. Most key stakeholders (77%) strongly disagreed while

others (18%) simply disagreed that uniformed forces have appropriate invigilation knowledge.

Notably all (100%) the teachers from primary and high schools and head teachers strongly

disagreed that armed forces have appropriate invigilation knowledge. Only 5% of the

38
participants, comprising of primary students were not sure of how to rate armed forces’

examination invigilation knowledge. Therefore the research concluded that armed forces did not

have proper examination invigilation knowledge. The conclusion above is supported by literature

which reveals that non classroom practitioners lack invigilation knowledge (Cambridge

Assessment International – Undated). Interviewed responses of head teachers, being head of

centres also revealed that uniformed forces lacked the essential skills including setting

examination rooms and most importantly preparing chemicals and setting work stations for

practical subjects. Invigilator teacher responses also added that besides the normal invigilation

duties of guarding students during the examinations, there were various possible emergency

duties of invigilators which uniformed forces lacked knowledge of such as those related to

anxiety and stress since examinations are generally demanding exercises (Cambridge

Assessment International Education-undated). In support Adow et al. (2015), emphasize the

importance of only utilizing trained invigilators in cases when teachers are absent from duty.

Various literature suggest some teacher invigilator replacement and none suggest the use of

armed forces (Castro et al. 2007, Hutchings et al. 2009, Hipondoka 2017).

4.6 Differences in performance between groups invigilated by teachers and by armed forces

The study key stakeholders were asked whether there are differences in performance between

groups invigilated by teachers and those invigilated by security forces and their views are shown

on table 4.8 and figure 4.3 below.

Table 4.8: Stakeholders’ views on whether there are differences in performance between groups

invigilated by teachers and those invigilated by armed forces.

Question Key stakeholder Response Total

39
 Yes No

Students perform better Primary school students 24 0 24

when invigilated by High school students 22 2 24

teachers than by Parents for primary students 14 0 14

uniformed forces. Parents for high school students 17 1 18

Primary teachers 3 0 3

High school teachers 5 0 5

Total 85 3 88

Percentage 97 3 100

Source: Questionnaire

KEY STAKEHOLDER VIEWS ON STUDENTS EXAMINATION

PERFORMANCE

3%

YES
NO

97%

Source: Questionnaire

40
Fig 4.3: Stakeholders’ views on whether there are differences in performance between groups

invigilated by teachers and those invigilated by armed forces

Key stakeholders unanimously agreed (97%) that there were differences in performance between

groups invigilated by teachers and those invigilated by armed forces. However only 5% of the

participants who comprised of 2 high school students, 1 current and 1 former both from urban

area schools and an urban area high school parent indicated otherwise revealing that there would

not be any differences in performance between groups invigilated by teachers and those

invigilated by uniformed forces. The research concludes that students perform better when

invigilated by teachers than when invigilated by uniformed forces. The above is supported by

literature which reveals that unlike security forces, teachers are able to create a high quality

examination writing environment which instills focus and concentration needed for better

performance in examinations (Adowet al. 2015). In support Chaudhury et al. (2005) adds that

children experience successful education when they are exposed to a high quality learning

environment which teachers due to their professional qualification are able to offer. USAID 2015

and Kwesi 2013 also add that teacher absenteeism damages student motivation. Finally literature

reveals that student performance is indirectly linked to the invigilators’ personalities. According

to the New Castle University 2015, improperly handled anxiety and stress related student cases

by invigilators due to their personalities, has adverse effects on victims and other candidates.

4.7 Invigilation replacements that ESwatini Ministry of Education should consider for

invigilation when teachers are absent

4.7.1 Stakeholders’ views on invigilation replacements that ESwatini Ministry of Education

should consider for invigilation when teachers are absent

41
Participants were required to at least suggest five invigilation replacements they would

recommend to the ESwatini ministry of education to take invigilation responsibility when

teachers were on strike. Although most students failed to come up with 5 invigilator

replacements, various invigilation replacements were suggested by the key stakeholders. The

common invigilator replacements within the students’ stakeholder sample were the unemployed

youths, reputable community members and student teachers. The parents also commonly

suggested the employment of unemployed youths and student teachers from tertiary institutions

in the kingdom. The above options were also common with the teacher and head teachers’

stakeholder sample. In addition they both proposed the utilization of retired educators. The above

information is illustrated in figure 4.4 below.

INVIGILATOR REPLACEMENT OPTIONS

school leavers
student teachers
community members
retired educators
other

Source: Questionnaire

Fig 4.4: Preferred examination invigilator options when teachers are on strike

42
The school leavers and student teachers were equally preferred by the stakeholders. Most

importantly retired educators were also significantly preferred. A few of the stakeholders

mentioned community members while there were other varied options represented by other in

the diagram above. None of the stakeholders indicated uniformed forces. The above preferred

options generally include educationists whom stakeholders feel are better to replace the fellow

educationists who will be on strike actions. The research assumes that school leavers could have

been mentioned as an option to temporarily reduce unemployment. The research therefore

concludes that uniformed forces are not suitable examination invigilators. This is supported by

reviewed literature which reveals various teacher invigilator replacement options that head of

centres may consider during examinations periods when teachers are absent and none mentions

the use of uniformed forces (Castro et al. 2007; Hutchings et al. 2009; Hipondoka 2017).

Furthermore literature objects to the use of non classroom practitioners as invigilators citing that

they highly contribute to examination irregularities (Cambridge Assessment International –

Undated). In Swaziland during 2013, 2018 and 2019 key stakeholders especially parents and

students also objected to the use of uniformed forces (Times of ESwatini 2019) citing numerous

reasons as represented by figure 2.2.

4.8 Conclusion

The chapter presented and analysed the research findings. The research findings were presented

with the aid of tables, graphs and pie charts. The chi square and ANOVA statistical tests were

used in the analysis of the research findings. The findings were then supported by participant

interview responses and literature reviewed in chapter 2.

43
 CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

After analysing the collected primary data in the previous chapter, this chapter presents a

summary, conclusions and recommendations on the subject of study.

5.2 Summary

This research sought to assess the perceptions of key education stakeholders, particularly

students, parents, teachers and head teachers on the use of armed forces to invigilate public

examinations when teachers are on strike by case studying Shiselweni region in ESwatini. This

involved providing details of the background of the study, statement of the problem, purpose of

the study, research questions, assumptions, significance of the study, limitations, delimitations

and definition of terms in Chapter 1. Literature related to the subject matter guided by research

questions was explored in Chapter 2. To reliably accomplish the research questions, a descriptive

survey research design which utilised the questionnaire and interview data collection methods

was employed on a random stratified selected sample comprising of 48 students, 32 parents, 8

teachers and 8 head teachers in Chapter 3. The collected data was then presented using tables,

graphs and pie charts and then later analysed using the chi square and analysis of variance

statistical tests in Chapter 4. The data revealed clearly that the use of uniformed forces in the

invigilation of public examinations is a serious cause for concern for the key education

stakeholders in Shiselweni region. This was firstly evidenced by that despite the different

stakeholder groups, age and gender, respondents generally revealed negative personal emotional

responses towards uniformed forces. The study noted that especially in the case of students,

negative emotional responses such as being very scared of law enforcers could result in serious

psychological effects during examination writing, consequently affecting student performance.

44
Secondly, generally respondents unanimously disapproved that armed forces create a suitable

examination writing environment and have appropriate invigilation examination knowledge.

Numerous evidence brought forward by the various stakeholders included that uniformed forces’

uniforms including boots produce sound when moving around the examination room or outside

the corridors disrupting the recommended silent examination room environment. The already

existing personal emotional feelings of students also affected the examination environment as

students consequently wrote the examination in an unrelaxed environment which could affect

logical reasoning. Former students at all levels revealed that the resultant tense examination

environment denied numerous candidates their examination rights and as such many wrote the

examination pressed as they were too scared to ‘bother’ the invigilators. Consequently their

concentration and performance was affected. Further investigations showed that there is an

association between student gender and personal emotional responses towards uniformed forces

in Shiselweni region. This consequently implies that female candidates at both primary and high

school could be more psychologically affected than male candidates during the examinations as

such introducing gender disparities advocated against by the Rio Declaration. Goal 4, Section 4.5

stipulates: by 2030, eliminate gender disparities in education and ensure equal access to all

levels and vocational training for the vulnerable, including persons with disabilities,

indigenous peoples and children in vulnerable situations (United Nations A/RES/70/1). The

presence of practical subjects in both primary and high school syllabuses also contributed in

revealing that armed forces lacked the required invigilation knowledge and therefore could

contribute in affecting students’ performance in practical subjects and consequently final results.

The research also revealed that armed forces lacked the examination invigilation knowledge as

they lacked training on examination invigilation dynamics. Finally the research revealed that

45
students invigilated by teachers perform better than those invigilated by security forces. This was

largely attributed to that unlike uniformed forces, teachers are professionals in the field and

therefore are able to create a high quality examination writing environment which contributes

immensely to better performance.

5.3 Conclusions

The study participants indicated that students are scared of security forces hence the researcher

concludes that security forces should not be used as examination invigilators in the absence of

teachers as students are scared of them. Secondly the study revealed that armed forces do not

create a conducive examination writing environment hence this study concludes that security

forces are not suitable to invigilate examinations in the absence of teachers since they do not

create a conducive examination writing environment. The study also revealed that armed forces

do not have appropriate knowledge of examinations invigilation hence this study concludes that

uniformed forces are not suitable as examination invigilators in the absence of teachers since

they do not have examination invigilation knowledge. Furthermore the study revealed that

groups invigilated by teachers perform better than those invigilated by armed forces hence this

study concludes that uniformed forces are not suitable as examination invigilators in the absence

of teachers since they affect students’ concentration and consequently performance.

5.4 Recommendations

In light of the findings and conclusions made above this research project recommends that:

 The Government of ESwatini through the Ministry of Education uses retired educators

such as teachers, head teachers and lecturers as invigilators in the absence of teachers.

46
 The Government of ESwatini through the Ministry of Education and the Ministry of

Youth and Employment Creation employs school leavers on a temporary basis to

invigilate examinations in the absence of teachers.

 The Government of ESwatini through the Ministry of Higher Tertiary Education, uses

final year teacher education students in the various colleges and universities in ESwatini

to invigilate examinations in the absence of teachers.

 The Government of ESwatini through schools working with their respective

communities, employs reputable members of the communities to invigilate examinations

in the absence of teachers.

 The Government of ESwatini to pass a compulsory law for invigilators to undergo

training and or workshop each year before examinations invigilation resumes.

 Further research be carried out on a bigger scale assessing the impact of the use of armed

forces in invigilating public examinations.

47
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53
 APPENDIX 1: QUESTIONAIRE FOR PRIMARY STUDENTS AND PARENTS

Zimbabwe Open University

P.O Box MP1119

Tel: (263) 4 702703/ 250157 – 8/ 761650, 734402/ 790376
Website: www.zou.ac.zw

Dear respondent

I am a student pursuing a Post Graduate Diploma in Education at Zimbabwe Open University

and investigating the perspectives of key education stakeholders on the use of armed forces to
invigilate external school examinations in ESwatini. You have been selected to participate in the
study and so please kindly respond to the questionnaire by filling in as appropriate. Please be
advised that all participants’ responses are confidential and solely for academic purposes.

Therefore:

 DO NOT include your name or contact details on the questionnaire

Thank you.

Yours faithfully

…………………. ……………………………

Celia Muzeza (Researcher) Dr D. Ncube (Supervisor)

54
QUESTIONAIRE FOR PRIMARY STUDENTS AND PARENTS
SECTION A: Demographic information
Please respond to the following statements by ticking (√) one answer from each question that
applies to your circumstances.

1. What is your gender? Male ( ) Female ( )

2. What is your age range? 10 – 20 ( ) 21 – 30 ( ) 31 – 40 ( )

41 – 50 ( ) above 50 ( )

3a. Indicate your category within the key stakeholder sample population?

Current primary school student ( ) Parent for a current primary student ( )

Former primary student ( ) Parent for a former primary student ( )

3b. If you are a former student, indicate the year you sat for the examination under the research

study.

2013 ( ) 2018 ( ) 2019 ( )

4. Where is your school located? Rural areas ( ) Urban areas ( )

5a. What is your general personal emotional response towards uniformed forces when you

meet them? Very scared of uniformed forces ( ) Scared of uniformed forces ( )

3Usual self ( ) Do not mind them ( ) Excited ( )

5b. Briefly explain your response above.

......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
.....................................................................................................................................................

55
SECTION B: Use of uniformed forces in public examination invigilation

Please tick in the box as appropriate to your response.

6. Do you think uniformed forces should be used in invigilation of public examination?

I strongly disagree I disagree I am not sure I agree I strongly agree

1 2 3 4 5

7. In your opinion do you think uniformed forces create a suitable examination writing

environment? Please tick in the box as appropriate to your response.

I strongly disagree I disagree I am not sure I agree I strongly agree

1 2 3 4 5

8. Do you think uniformed forces have appropriate knowledge of examination invigilation?

I strongly disagree I disagree I am not sure I agree I strongly agree

1 2 3 4 5

9a.Do you think there are differences in performance between groups invigilated by

teachers and those invigilated by armed forces?

I strongly disagree I disagree I am not sure I agree I strongly agree

1 2 3 4 5

56
9b. The groups invigilated by uniformed forces are likely to perform better than groups

invigilated by teachers.

I strongly disagree I disagree I am not sure I agree I strongly agree

1 2 3 4 5

10. For each of the above answers give at least 2 reasons to support your answer.

6.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………

7……………………………………………………………………………………………………..
….…………………………………………………………………………………………………...
………………………………………………………………………………………………………

8…………………………………………………………………………………………………….

….…………………………………………………………………………………………………...
………………………………………………………………………………………………………

9a……………………………………………………………………………………………………

….…………………………………………………………………………………………………...
………………………………………………………………………………………………………

9b……………………………………………………………………………………………………

57
….…………………………………………………………………………………………………...
………………………………………………………………………………………………………

11. Suggest any 5 invigilation replacements you would recommend to the ESwatini ministry of
education to invigilate public examination when teachers are on strikes.

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION!!!!

58
 Appendix 2: QUESTIONAIRE FOR HIGH SCHOOL STUDENTS AND TEACHERS

Zimbabwe Open University

P.O Box MP1119

Tel: (263) 4 702703/ 250157 – 8/ 761650, 734402/ 790376
Website: www.zou.ac.zw

Dear respondent

I am a student pursuing a Post Graduate Diploma in Education at Zimbabwe Open University

and investigating the perspectives of key education stakeholders on the use of armed forces to
invigilate external school examinations in ESwatini. You have been selected to participate in the
study and so please kindly respond to the questionnaire by filling in as appropriate. Please be
advised that all participants’ responses are confidential and solely for academic purposes.

Therefore:

 DO NOT include your name or contact details on the questionnaire

Thank you.

Yours faithfully

…………………. ……………………………

Celia Muzeza (Researcher) Dr D. Ncube (Supervisor)

59
QUESTIONAIRE FOR HIGH SCHOOL STUDENTS AND TEACHERS
SECTION A: Demographic information
Please respond to the following statements by ticking (√) one answer from each question that
applies to your circumstances.

1. What is your gender? Male ( ) Female ( )

2. What is your age range? 10 – 20 ( ) 21 – 30 ( ) 31 – 40 ( )

41 – 50 ( ) above 50 ( )

3a. Indicate your category within the key stakeholder sample population?

Current JC student ( ) Current SGCE student ( ) Primary teacher invigilator ( )

High school teacher invigilator ( ) Former JC student ( ) Former SGCE student ( )

3b. If you are a former student, indicate the year you sat for the examination under the research

study.

2014 ( ) 2018 ( ) 2019 ( )

4. Where is your school located? Rural areas ( ) Urban areas ( )

5a.What is your personal emotional response towards uniformed forces when you meet

them ? Very scared of uniformed forces ( ) Scared of uniformed forces ( )

Usual self ( ) Do not mind them ( ) Excited ( )

5b. Briefly explain your response above.

......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

60
SECTION B: Use of armed forces in invigilating examinations

6a. Armed forces create a suitable public examination writing environment?

Strongly disagree ( ) disagree ( ) not sure ( ) agree ( ) strongly agree ( )

6b. Explain your answer

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………

………………………………………………………………………………………………….

7a. Armed forces have appropriate knowledge of examinations invigilation

Strongly agree ( ) agree ( ) not sure ( ) disagree ( ) strongly disagree ( )

7b. Explain your answer

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

8. Do you think there can be any difference in performance between groups invigilated by
teachers and those invigilated by armed forces?

Yes ( ) No ( )

If your answer is yes please answer question 9 and 10

9. Which group may perform better?

Group invigilated by uniformed forces ( ) Group invigilated by teachers ( )

10. Indicate briefly at least 5 reasons to support your answer

61
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

If your answer to question 8 above is no please answer question 11

11. Indicate briefly at least 5 reasons to support your answer

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

12. State any 5 invigilation replacements you would recommend to the ESwatini ministry of
education to invigilate public examinations when teachers are on strike.

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

THANK YOU FOR YOUR COOPERATION!!!!

62
APPENDIX 3: INTERVIEW GUIDE FOR SELECTED HEADS OF CENTRES

1. Amongst the following choices identify the type of school you head?
A. rural primary B. urban primary C. rural high school D. urban high school
2. What position do you hold in your school during public examination administration
period.
3. Briefly explain how teacher industrial actions have affected your school.
4. Do all your teachers partake in industrial actions during public examination
administration period
5. If yes has the school utilised uniformed forces as invigilators through the ministry of
education
6. Give a brief overview of how generally students especially those from your school react
towards uniformed forces.
7. Do you therefore think invigilator uniformed forces create a suitable examination writing
environment for candidates in ESwatini schools? Explain your answer
8. From your experience would you say uniformed forces in ESwatini have the appropriate
knowledge of public schools examinations invigilation? Support your answer
9. Do you think there is any difference in student performance between groups invigilated
by teachers and uniformed forces in ESwatini schools? Explain your answer
10. Suggest any 5 invigilation replacements you would recommend to the ESwatini ministry
of education to invigilate public examination when teachers are on strikes.

THANK YOU !!!!!!!!!

63