AI-Powered Administrative Tools and Secretarial Job Security: A Phenomenological Study in Lesotho Government Ministries | Chapter 7 | New Ideas Concerning Arts and Social Studies Vol. 6

This pilot phenomenological qualitative study explored how five secretaries from a selected Lesotho government ministry perceived job security amid the emerging, though informal, use of AI-powered administrative tools in their daily work. Guided by an interpretivist stance and informed by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology-Organisation-Environment (TOE) frameworks, the study employed a purposive non-probability sampling and conducted in-depth semi-structured interviews to capture participants’ lived experiences. Data were analysed inductively using thematic analysis. Three dominant themes emerged: (1) fear of role displacement; (2) competency gaps, notably limited digital skills and lack of training; and (3) structural limitations, including inadequate infrastructure, weak communication and unclear policy direction. Participants acknowledged the efficiency improvements associated with AI tools but voiced concerns about future roles; inadequate training, limited organisational support and the absence of clear digital transformation plans. Based on the findings, the study recommended a focused strategy that combines targeted reskilling, structured capacity-building and clear, policy-driven digital integration to enable secure and meaningful adoption of AI tools while preserving the secretaries’ distinct professional roles. As a small pilot, the findings were context-specific, and their transferability to other settings should be assessed rather than assumed; nonetheless, they offer applicable, evidence-based guidance for ministries pursuing inclusive and sustainable digital transformation. The study contributed deep insights into AI tools adoption and job security within African public service environments and identifies priorities for policy, training and change management to inform subsequent large-scale qualitative research.

 

 

Author(s) Details

Marethabile Selloane Florina Hoeane-Makote
Information and Corporate Management, Durban University of Technology, Durban, South Africa.

 

Musawenkosi Ngibe
Information and Corporate Management, Durban University of Technology, Durban, South Africa.

 

Please see the book here :- https://doi.org/10.9734/bpi/nicass/v6/6856

Leadership-Managerial Satisfaction Factors Affecting Workers in the Industries under the Era of the Ruling Party (CCM) -School as to Any Industry| Chapter 8 | Research Developments in Arts and Social Studies Vol. 7

 This study's primary goal was to I analyse the leadership-managerial satisfaction elements impacting employees in the business, specifically the school industry as compared to other industries. (ii) To identify elements that affect employees in publicly held industries in terms of leadership-managerial satisfaction. (iii) To identify the elements influencing employees in privately owned industries in terms of leadership and managerial satisfaction. (iv) To determine how different working departments' levels of leadership-managerial satisfaction effect employees in the industry. Survey research methodology was used. According to research findings, the following factors—pay, social simulation, potential for promotion, job condition, and job security—have an impact on the satisfaction of secondary school sector workers across all types of (public and private) enterprises. According to the results of the ANOVA test, which had an alpha value of 0.428, which was higher than 0.01 and 0.05, there is no statistically significant difference in the levels of satisfaction among all departments in the industry. According to these findings, the researcher suggests that the following policy changes be made by the government and the ruling party (CCM): I Secondary school industry workers (teachers) should be paid and given their return time; ii) Secondary school industry workers (administrators) should be paid and given their retur time; and iii) Secondary school industry workers should have positive productivity in the industry (academic performance of the students). Giving them ample time for social simulation (to meet their family, friends, and go shopping), promoting everyone equitably and quickly, and providing them with good employment conditions like housing and transportation should all be given priority. Threats should not be used by business executives (administrators in schools) toward their subordinates. ii) Employees in the secondary school industry who work in the fields of science, art, and other subjects should all be acknowledged, valued, and accorded equal importance. It should be remembered that the Ministry of Education and its sectors, which are under the control of the ruling party, are responsible for any errors made that undermine and halt the expansion of this educational business (CCM).

Author(s) Details:

Tumaini J. Mbonea,
University of Arusha Tz, (E.A), Arusha, Tanzania.

Please see the link here: https://stm.bookpi.org/RDASS-V7/article/view/8087