Vol. 42 No. 2 (2022) | South African Journal of Education

Reducing school violence: A peace education project in KwaZulu-Natal, South Africa

Lucia Zithobile Ngidi, Sylvia Blanche Kaye

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Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being

Colleen Bernstein, Toni Paige Batchelor

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Post-method practice in the English First Additional Language classroom: A transformative language pedagogy

Hlaviso Motlhaka, Wilfred Molotja , Thomas Chauke , Isaiah Ramaoka , Phaswane Phokwane

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Correlation between behavioural management, instructional management, and the English proficiency level of teachers of English as a foreign language (EFL)

Burhanuddin and Yasin , Faisal Mustafa

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Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom

Sicelo Ziphozonke Ntshangase

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PGCE students’ learning through reflective journaling during teaching practice: An exploratory study

Letlhoyo Segalo, Bekithemba Dube

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School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study

Laura García-Raga, Ingrid Sala-Bars, Montserrat Alguacil de Nicolás , Maria-Carme Boqué Torremorell

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Construction of self as a principal: Meanings gleaned from narratives of novice school principals

Sibonelo Blose, Bongani Nhlanhla Mkhize, Sihle Siyabonga and Ngidi , Phumlani Erasmus Myende

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The perspective of school leadership and management: The role of the school principal in academic learner performance

Godfrey Khululekani Sihle Memela, Labby Ramrathan

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The mediating role of communication skills in the relationship between leadership style and 21st-century skills

Seyithan Demirdag

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Principals’ transformational leadership in strengthening character education at senior high school level (SMA) in Indonesia

Yulius Rustan Effendi , Pieter Sahertian

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Circuit managers’ views on quality education at selected public schools in the Limpopo province, South Africa

Nndwamato Ndou

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Fifth and ninth grade students’ engagement in science classes in Palestine

Marwan Abualrob

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The effect of science centres on perceptions of secondary school students towards the nature of science

Hacer Efe, Ünsal Umdu Topsakal

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Management of classroom acoustics by teachers at two special needs schools in Johannesburg, South Africa

Ben Sebothoma, Victor de Andra, Nabeelah Galvaan

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South African Journal of Education
Journal / South African Journal of Education / Vol. 42 No. 2 (2022) / Articles

Articles

Reducing school violence: A peace education project in KwaZulu-Natal, South Africa

Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well-being

Post-method practice in the English First Additional Language classroom: A transformative language pedagogy

Correlation between behavioural management, instructional management, and the English proficiency level of teachers of English as a foreign language (EFL)

Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom

PGCE students’ learning through reflective journaling during teaching practice: An exploratory study

School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study

Construction of self as a principal: Meanings gleaned from narratives of novice school principals

The perspective of school leadership and management: The role of the school principal in academic learner performance

The mediating role of communication skills in the relationship between leadership style and 21st-century skills

Principals’ transformational leadership in strengthening character education at senior high school level (SMA) in Indonesia

Circuit managers’ views on quality education at selected public schools in the Limpopo province, South Africa

Fifth and ninth grade students’ engagement in science classes in Palestine

The effect of science centres on perceptions of secondary school students towards the nature of science

Management of classroom acoustics by teachers at two special needs schools in Johannesburg, South Africa

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