Vol. 42 No. 1 (2022) | South African Journal of Education

Differentiating between experience and expertise in mentoring student teachers

Hayley Van der Haar, Nadine Petersen, Sarita Ramsaroop

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Learners’ perspectives on school safety in Johannesburg

Tessa Hochfeld, Jeanette Schmid, Sheri Errington

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Experimentation anxieties of pre-school and primary school teacher candidates

Engin Baysen, Fatma Baysen

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Mentoring novice natural science teachers: a case study in the Gauteng province

Rabella Esther Mhlaba, Mmushetji Petrus Rankhumise

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Teaching and learning Physics using interactive simulation: A guided inquiry practice

Ayodele Abosede Ogegbo, Umesh Ramnarain

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Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

Akhmad Habibi, Rafiza Abdul Razak, Farrah Dina Yusop, Muhaimin Muhaimin, Asrial Asrial, Amirul Mukminin, Asih Jamila

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School-based factors affecting Grade 12 accounting learners’ performance in the General Certificate Secondary Examination (GCSE) in Eswatini

Msizi Vitalis Mkhize, Muntuwenkosi Abraham Mtshali, Khumbuzile Sithebe

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Identity formation of non-native English-speaking teachers and prospective teachers through perceptions towards native-speakerism: the Turkish Cypriot story

Taye Emmanuel Akinmulegun, Naciye Kunt

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The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey

Yusuf İnandi, Ayşe Sezin Büyüközkan

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An investigation of secondary school teachers’ flipped classroom readiness

İbrahim Yaşar Kazu, Cemre Kurtoğlu

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Exploring working conditions in selected rural schools: teachers’ experiences

Thabisile Nkambule

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Vulnerable young adults’ retrospective perceptions of school-based psychosocial support

Ann Lindsey Nortje, Jace Pillay

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The role of supervisors in the implementation of the Integrated Quality Management System in schools

Martha Motshaki Mamabolo, Khashane Stephen Malatji, Lydia Kgomotso Mphahlele

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Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case

CP van der Vyver, BW Geduld

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Exploring educators’ experiences of the social functioning of learners in middle childhood

Soretha Beets, Izanette Van Schalkwyk, Doret K Kirsten

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Effects of teachers’ demographic factors towards workplace spirituality at secondary school level

Muhammad Aslam, Sohail Mazhar, Muhammad Sarwar, Abid Hussain Chaudhary

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South African Journal of Education
Journal / South African Journal of Education / Vol. 42 No. 1 (2022) / Articles

Articles

Differentiating between experience and expertise in mentoring student teachers

Learners’ perspectives on school safety in Johannesburg

Experimentation anxieties of pre-school and primary school teacher candidates

Mentoring novice natural science teachers: a case study in the Gauteng province

Teaching and learning Physics using interactive simulation: A guided inquiry practice

Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

School-based factors affecting Grade 12 accounting learners’ performance in the General Certificate Secondary Examination (GCSE) in Eswatini

Identity formation of non-native English-speaking teachers and prospective teachers through perceptions towards native-speakerism: the Turkish Cypriot story

The relationship between mobbing, alienation and burnout among teachers in Mersin, Turkey

An investigation of secondary school teachers’ flipped classroom readiness

Exploring working conditions in selected rural schools: teachers’ experiences

Vulnerable young adults’ retrospective perceptions of school-based psychosocial support

The role of supervisors in the implementation of the Integrated Quality Management System in schools

Self-determination theory as a lens to explore motivational factors and leadership influences in sustainable school improvement: A South African case

Exploring educators’ experiences of the social functioning of learners in middle childhood

Effects of teachers’ demographic factors towards workplace spirituality at secondary school level

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