South African Journal of Education

The relationship between pre-school teachers’ perceptions of career barriers and their levels of burnout and alienation

Emine Özdemir — 2025-02-21

With the study reported on here, we aimed to determine the career barriers on organisational alienation and professional burnout levels of pre-school teachers and to reveal the relationship between their organisational alienation and burnout levels. A relational survey model was used in the study. The population of the study consisted of 896 pre-school teachers who worked in public and private schools in Mersin, Türkiye during the 2019–2020 academic year. The sample consisted of 309 pre-school teachers selected from the population using the convenience sampling method. The data were collected using the women’s career barriers scale (İnandı, 2009a), Maslach burnout inventory (Ergin, 1992) and pre-school teachers professional alienation scale (Kıhrı, 2013). Correlation and regression analyses were performed on the data. As a result of the study, apart from social gender stereotypes and meaninglessness dimensions of alienation, positive and highly significant relationships were found between all sub-dimensions of career barriers and all sub-dimensions of alienation. Moreover, apart from social gender stereotypes and personal accomplishment sub-dimension of burnout, a positive and highly significant relationship between all sub-dimensions of career barriers and all sub-dimensions of burnout was found.

Enhancing the effectiveness of teacher learning communities through WhatsApp group-chat technology: Accounting teachers’ voices

Sylvester E. Oduro — 2025-02-21

Engagements in teacher learning communities (TLCs) in South African school settings have been predominantly face-toface. However, with the onset of the COVID-19 pandemic, some rural teachers began resorting more to collaboration that prioritises the use of 21st- century communication technology. In this article we report the findings of a qualitative case study, located within an interpretive paradigm in which we explored how a group of rural accounting teachers harnessed WhatsApp messaging technology to enhance the effectiveness of TLCs. The study was underpinned by both the community of practice theory and the generative theory of rurality. Data were sourced through semi-structured individual telephonic and WhatsApp-based focus-group discussions from 15 purposively and conveniently sampled participants. Thematic analysis of the data revealed the teachers’ ability to engage in an undisrupted collaboration in times of crisis and an improved culture of sharing and support for effective teaching and learning. The results reveal the existence of inadequate communication infrastructure in the study context, which compromised the effective implementation of TLCs. These findings also highlight the need to prioritise providing communication infrastructure to assist rural teachers in taking full advantage of modern communication technologies for collaboration in virtual space.

Challenges of learning remotely: Views of pre-service accounting teachers at a South African university

Nomsa Elizabeth Zaly — 2025-02-21

With the study reported on we explored the views of pre-service accounting teachers’ challenges at a South African University during the COVID-19 pandemic. A qualitative research approach supported by the interpretive paradigm was adopted in accordance with the study focus. A case study design involving both telephonic semi-structured and WhatsApp-based focus-group interviews was used to generate data. The data contributed to the understanding of the challenges encountered by teacher participants in using online learning platforms during the pandemic. Twenty participants were purposefully selected for the study. Thematic analysis was employed to analyse the data. The findings show that pre-service teachers faced some challenges that limited their learning and subsequent grasping of concepts in accounting while learning off campus due to the COVID-19 lockdown restrictions.

Assessing educational outcomes in South Africa relative to economically comparable countries: A comparative analysis

John Nyamunda — 2025-02-21

The quality of education is a predictor of a country’s economic performance – which is why comparative international education surveys are important. South Africa performed poorly in the Trends in International Mathematics and Science Study (TIMSS) in 2019. The score of 374 for mathematics and 324 for science is poor compared to the mid-point of 500 and the performance of other upper middle-income countries that participated in the TIMSS 2019 survey. Research indicates that the country’s education performance is driven by a few key drivers. The aim with this study was to compare whether some of these key education performance drivers predicted performance of participating countries which are economically similar to South Africa. Only countries within one standard deviation of South Africa’s per capita GDP were selected. The results show that factors such as instructional time, learner-teacher ratios and language diversity were very strong predictors of performance in the 2019 TIMSS survey, with correlations of more than +/-0.80. While some factors are structural and cannot be changed (language diversity, for example) and others are very expensive to implement (reducing learner-teacher ratio), I propose the improvement of education outcomes through focusing on cost-effective impactful approaches. These are using student teachers to reduce the learner-teacher ratio in poor schools, making home language compulsory in homogeneous mother tongue areas, better management of instructional time and improving teachers’ continuous professional development in the short term.

Investigation and research on comprehensive quality assessment in the reform of new college entrance examination

Zheng Mengna — 2025-02-21

Comprehensive quality assessment is an assessment system that identifies and explores students’ strengths. By examining the developmental progress made in pilot provinces that have implemented comprehensive quality assessment, valuable insights and guidance can be derived for other provinces preparing to adopt this assessment approach. In this study we conducted an investigation and research involving students, teachers, and middle managers from 12 high schools in 2 pilot areas, the Zhejiang and Jiangsu provinces. Using a combination of empirical and qualitative research methods, we aimed to explore the levels of satisfaction and recognition among different research subjects regarding the current implementation situation and to analyse issues in the current implementation process. According to the corresponding theory, an in-depth analysis is conducted from 4 dimensions to uncover the underlying causes of the problem, while proposing recommendations to enhance and advance comprehensive quality assessment. These recommendations are firstly to enhance the standard level of matching and integration in comprehensive quality assessment; secondly to augment the utilisation level of comprehensive quality assessment; thirdly to elevate the significance of comprehensive quality assessment results; and in the fourth place, to improve the credit rating system associated with comprehensive quality assessment.

Bring your own device to school for mathematics learning: Namibian students’ behavioural intentions

Cloneria Nyambali Jatileni — 2025-02-21

The bring-your-own-device policy (BYOD) in schools has recently attracted considerable research interest. BYOD allows students to learn subjects like mathematics using personal mobile devices. Accordingly, BYOD can increase students’ desire to learn mathematics in school. In the study we report on here, we assessed 9th grade students’ (n = 500) behavioural intentions to learn mathematics using personal mobile devices in school. Data were collected from 12 urban and rural Namibian public schools through a paper survey. Drawing on the theory of reasoned action with an added facilitating condition component, we predicted students’ behavioural intentions to learn mathematics based on BYOD. The descriptive results show that most students own personal mobile devices and are eager to use them as part of their learning in school. Principal component and confirmatory factor analyses validated the 4-component model. The results indicate satisfactory construct validity. Structural equation modelling was used to examine the influence of the factors on the students’ behavioural intentions. The structural equation modelling results show that the theory of reasoned action and facilitating condition factors predicted students’ behavioural intentions toward BYOD for mathematics learning in school. The findings suggest that educational policymakers should amend existing policies to allow students to learn mathematics using personal mobile devices in school.

Principals’ experiences of support in the management of the implementation of curriculum change in secondary schools

Makwetle Aubrey Mabitla — 2025-02-21

Principals’ management of curriculum change is critical in successfully implementing transformation in schools. This is particularly crucial in South Africa where the curriculum has been in a constant state of flux since 1994. In this article, we explore principals' experiences on the support they receive in the management of the implementation of curriculum change in the Sekhukhune district of South Africa. Data were generated by using interviews and documents. The thematic content analysis approach was used to analyse the data. We found that the principals did not receive the necessary support that they needed to be able to manage the implementation of curriculum change in schools successfully. Furthermore, the implementation of curriculum change has been hindered by under- provisioning of staff and resources. We argue that unless the government alters its approach to the support that it provides to principals, the challenges regarding the implementation and management of curriculum change in schools will persist and perpetuate the wastage of resources.

A blueprint for implementing internal financial processes in public schools

Albert Garcer — 2025-02-21

In this article we explore the experiences of principals and school governing body (SGB) members about the implementation of internal financial processes to manage school finances. To avoid the mismanagement of school funds, SGBs are compelled to design and implement internal financial processes. However, many SGB members lack the necessary expertise and inevitably depend on principals to make financial decisions or to find practical solutions to several financial problems. Using a qualitative research approach within an interpretivist paradigm and case study design, we explored the application of internal financial processes of 18 financial managers in 6 Gauteng schools. Invariably, 2 core aspects, transparency and accountability, were raised as essential components of internal control processes. The theoretical framework underpinning this study was primarily Gidden’s structuration theory which emphasises the hierarchical levels in schools. The accountability theory, aligned with Gidden’s theory, explains the necessity for individuals to justify their actions and foster a sense of accountability for decision-making. The findings reveal that, despite SGBs developing internal financial processes, they experienced challenges to effectively implement these processes. They were compelled to review strategies to bolster internal financial processes, integrating modern technology and fostering better stakeholder engagement.

Optimising school management strategies: Empowering school management teams through revision of the learners’ code of conduct for effective discipline management

Rudzani Israel Lumadi — 2025-02-21

In the study reported on I investigated how empowering school management teams through a revised learners’ code of conduct can improve school discipline management. Using a quantitative research methodology with an exploratory design, data were gathered from 127 respondents across 50 selected schools in the Vhembe district of the Limpopo province, South Africa. School management teams and teachers completed surveys focused on managing learner discipline. Data were collected through a closed-ended Likert scale questionnaire. The collected data were analysed using an IBM SPSS 26 statistical program. Grounded in social learning theory, I aimed at repositioning a learners’ code of conduct to enhance discipline management. The effectiveness and enforceability of a code by the school management teams while assessing their legal compliance competencies were specifically analysed. The findings reveal that school management teams often lack effective strategies and interventions to tackle learner discipline challenges. I emphasise that it is crucial for South African researchers to continue making meaningful contributions to the teaching profession, despite its current instabilities. This study contributes to the body of knowledge on school management strategies and provides valuable insights for optimising discipline management practices in schools.

Development support groups’ contribution towards professional development of teachers through a training needs analysis

Millicent Ngema — 2025-02-21

Training needs analysis assists in identifying the kind of training that an individual employee needs and ensures that the training addresses any existing problems. The South African Department of Basic Education has made different provision for professional development of Foundation Phase teachers. One of them is the support that should be provided by the development support group (DSG) as part of the integrated quality management system (IQMS). The aim of the study reported on here was to explore the role of the DSGs in identifying professional development needs of teachers and the provision of relevant support. An observation-based qualitative study was undertaken to investigate how the DSGs identified professional development needs of teachers with the purpose of offering appropriate support. Five DSGs from 5 schools were purposefully selected to provide rich information about the issue under study. A case study approach was used to gain an in-depth understanding of the process. The findings reveal that needs analysis was not effectively executed since most DSGs combined different IQMS processes on the same day rather than allowing time between the evaluation and the review. I recommend that the role of the DSGs be reviewed and strengthened, and their activities be properly monitored to produce the envisaged teacher development.

New ways of teaching in the face of an old problem; the education of young people at risk of exclusion

Abraham Bernárdez-Gómez — 2025-02-21

Teachers are students’ first contact in the classroom and the ones with whom they experience their relationships most intensely after those with their own classmates. Relationships with teachers and their actions in the classroom are of great relevance in how students develop their careers. Young people at risk of exclusion, which has been recurring in recent years, is an important matter. The aim with the research reported on here was to explore the life events and critical events that make it possible to describe the educational trajectory of young people at risk of exclusion who have dropped out of education and subsequently re-entered it. The aim was to investigate and characterise teacher-related events. We used a biographical-narrative approach by elaborating on the educational trajectories of young people at risk through the reconstruction of their life stories. Semi-structured, in-depth interviews were used to collect data. The main results indicate that the teachers’ relationship with their students and the teaching methodology differ considerably in the different stages of their trajectory. Teachers in the reinstatement stage are more understanding of the different situations of students and are more supportive, leading to more positive events than in previous stages.

Implementation of inclusive education as experienced by immigrant learners of diverse backgrounds in South Africa

Zonke Ngema — 2025-02-21

The rise in global migration means that immigrant learners have become an integral part of the South African schooling system. Educational transformation in South Africa has made diversity in schools a norm, with many schools having varied learners in terms of race, language, ethnicity, religion and culture. The move towards inclusive education should guarantee all learners, irrespective of their background, quality education. In this article I document the journey of immigrant learners in the context of South African schooling considering how inclusive their schooling experiences have been. The research was conducted at 2 primary schools (1 private and 1 public) in Durban using a qualitative, interpretive paradigm, narrative inquiry, a visual method, and semi-structured interviews to generate participants’ narratives. The findings highlight the pressure experienced in the face of prejudice, discrimination and antagonism from local peers and teachers, which impeded immigrant learners’ adaptation and success. The research also highlights the language barrier for those participants with limited proficiency in English. While the resilience of the immigrant learners is foregrounded, the findings highlight that inclusive education is not a reality for all schools in South Africa.

Inclusion of learners with mild hearing impairments: Teachers’ views on their language, social and academic development

Gaone Molapisi — 2025-02-21

Inclusion of learners with mild hearing impairments in mainstream classes contributes to their language, social and academic development. These learners require adequate support from the teachers to succeed in the classroom. However, such an endeavour requires that teachers are appropriately prepared and supported. With this study we investigated teachers’ strategies for inclusion that enhance the language, social and academic development of learners with hearing impairments in mainstream classes. This was a qualitative case study. Data were collected from 2 purposefully selected female teachers at a mainstream school that admits learners with mild hearing impairments. The school is in Soweto, South Africa. Data were collected primarily through individual interviews and analysed thematically for content. Teachers held positive views about the inclusion of learners with mild hearing impairments in mainstream schools. They highlighted the use of 2 inclusive strategies, namely, repeated reading, and peer-assisted reading as strategies for facilitating inclusion. Such strategies enhance learners’ language and social development, and ultimately contribute to academic success. Furthermore, they mentioned that a shortage of facilities, a lack of support through teacher-parent collaboration and a lack of training in inclusion were hindrances to inclusion of learners with mild hearing impairments. The conclusion is that inclusive teaching strategies should be learner-centred and allow full participation for all learners. Thus, regarding the teaching of semantics, it is recommended that more emphasis is placed on listening, speaking and constant reading.

Mitigating policy-to-practice disparities in inclusive education from a bioecological systems perspective: The case of selected secondary schools in the Lower Shire, Malawi

Ben de Souza — 2025-02-21

In this study I used a qualitative phenomenological research design to investigate strategies to mitigate policy-practice mismatches and enhance inclusive education in Malawi. Previous research studies revealed policy-to-practice disparities in Malawian inclusive education. However, the studies fell short in proffering strategies to mitigate the disparities and enhance inclusive education. I argue that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. I draw on Urie Bronfenbrenner’s (2005) bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. Sixteen in-depth, face-to-face interviews were conducted with purposely selected teachers from 4 mainstream secondary schools in the Lower Shire, Malawi. I found that some mainstream teachers resist inclusive education and would like learners with disabilities to return to special schools, thus refuting policy directives. As a way forward, I recommend that future policy formulation and implementation in Malawian mainstream education should consider a bioecological systems approach through which policymakers interact with mainstream teachers to improve their perspectives and practices regarding inclusive education. The recommendations made may inform fundamental discourses for inclusive education in primary and secondary schools in Malawi and beyond.

Cultural and micropolitical interactions of teacher relations

Erkan Tabancalı — 2025-02-21

With the research discussed in this article we aimed to investigate the social-relational factors that negatively affect teacher relations. For this purpose, the perceptions that teachers have towards their relations, and especially collaboration, were investigated from micropolitical and cultural perspectives using a qualitative approach and a phenomenology model. Data were analysed using content analysis. Semi-structured interviews were conducted with 60 teachers in Türkiye to explore their thoughts on teacher relations. The findings shed light on micropolitical strategies that negatively affect teacher relationships. In addition, findings provide empirical data from micropolitical and cultural frameworks on theoretical and applied strategies that facilitate approaches and practices to improve teachers’ collaborative relationships.

The incorporation of indigenous knowledge into graphic design technology

P. Blose — 2025-02-21

With the single descriptive case study reported on here we aimed to explore incorporating indigenous knowledge (IK) into the teaching of graphic design (GD) as a part of Grade 9 Technology lessons. Incorporating IK into GD could make the topic more meaningful – especially for indigenous learners. The Curriculum and Assessment Policy Statement (CAPS) for technology incorporates indigenous technology. A Grade 9 Technology teacher and 7 learners were interviewed. Each participant was interviewed individually at different intervals using semi-structured interviews. The teaching and learning of GD were also observed during 1 lesson. The collected data were analysed thematically. The findings reveal the teacher’s limited understanding of CAPS and her lack of understanding that IK was incorporated into the curriculum. She incorporated IK only marginally in the teaching of GD. She understood indigenous technology but did not make GD relevant to learners’ cultural knowledge and backgrounds. On the contrary, learners valued IK within their GD activities. Furthermore, the findings indicate that learners demonstrated their comprehension of IK and its alignment with their background knowledge, particularly within the context of graphics. Consequently, incorporating indigenous perspectives into Technology could transform the subject in line with the intentions of CAPS.