Perspectives in Education

Sadness in young children and the inadequate development of inner outer containment in childhood

Christiaan Bezuidenhout, Melanie Moen — Fri, 06 Dec 2024 00:00:00 +0200

Violent crimes and domestic violence are notoriously high in South Africa, which leaves many children defenceless to struggle with emotions such as loneliness and sadness. The healthy development and socialisation of children can be difficult in a society characterised by domestic tribulations, poverty, crime, single-parent homes, and absent parents. In South Africa, children often do not co-reside with their biological parents, mainly due to labour migration and low marital rates. Divorce and long working hours for parents also contribute to limited family interaction. Many children are raised by grandparents or older siblings and relatives, especially in rural areas. Due to these and other factors, children experience poor parental attachment, loss, sadness and loneliness, which impact their general well-being. These correlator factors often contribute to weak outer and inner containment, which are essential for a young person to develop sustained law abiding behaviour. Being sad and lonely often prompts issues such as delinquency, violence, insecurity, insufficient self-control, and bullying. Reckless’ containment theory shows that these behaviours often stem from the absence of the inner and outer controls that are necessary for the development of normative behaviour. Healthy bonding with and attachment to significant others are also important to the development of normative behaviour. In this contribution, the findings from a study conducted in Limpopo, South Africa, are discussed. The qualitative research study involved asking 373 children, between the ages of eight and nine years, to draw and narrate what made them sad. The researchers wanted to determine the specific challenges that young South African children face. In line with the interpretivist paradigm, it was also important to determine what these children regarded as sad and challenging situations, to understand their unique perspectives and life worlds. The study was therefore guided by the research question: What challenges do young South African children face in their daily lives? Findings revealed that exposure to bullying, loss, inadequate attachment, and crime can cause the development of weak inner and outer containment, which might lead to future misbehaviour, poor self-control, incorrigible actions, and bullying behaviour.

Violence in secondary schools: Educators experiences in Soweto, South Africa

Thuto Polonyana, Moeniera Moosa — Fri, 06 Dec 2024 00:00:00 +0200

The rise of violent incidents in South African schools has sparked widespread concern. Most studies on school violence focus on the experiences of learners; little attention has been paid to educators’ experiences. As a result, violence against educators is both underreported and understudied. The research question prompting this study was: What are educators’ experiences of educatordirected violence (EDV) at secondary schools in Soweto, Gauteng? Social learning theory and ecological systems theory serve as the theoretical underpinnings of the study. The study adopted a qualitative phenomenological approach, with data obtained from open-ended questionnaires and semi-structured interviews with 100 purposively selected educators from eight secondary schools in Soweto. All the participants (principals, deputies, department heads, novice and veteran educators) had personally experienced educator-directed violence. Attacks were committed against educators of both genders and all educational ranks. The violence took a variety of forms: verbal, physical, sexual, cyber-related, relational exclusion (stigmatisation and marginalisation), and theft and property destruction, both of which caused emotional distress. Male educators were more likely to be physically attacked than female educators, and female educators were more likely to be sexually and verbally attacked. The findings show that, despite the safeguards put in place by the Department of Education, educator-directed violence is on the rise in Soweto classrooms. We recommend that the Department of Education reconsider its approach to addressing EDV in schools; that educators receive regular training to improve their capacities and violence-mitigation strategies; and counselling be considered for educators who have experienced traumatic incidents. Finally, policies should be modified to assist with reducing violent incidents, and appropriate mechanisms should be devised for dealing with repeat offenders.

How teacher behaviour influences learning performance: The mediating role of student motivation

Warda Khan, Muhammad Rashid Saeed, Richard Lee — Fri, 06 Dec 2024 00:00:00 +0200

Teacher behaviour and student motivation are well-known antecedents of student learning performance. However, their interaction effects remain under-explored, especially given the different types of teacher behaviour and motivation. This study2 involving students in a private Pakistani secondary school (n=367) examined these interaction effects on students’ perceived learning performance. Our findings show that when students viewed their teachers as providing better teaching and classroom structure (termed structure), their extrinsic motivation influenced perceived learning performance more than intrinsic motivation did. Conversely, how students perceived that their teachers related individually and personally to them (termed relatedness) were more pertinent in enhancing intrinsic, than extrinsic, motivation. We also demonstrated that extrinsic motivation mediated the effects of structure on only perceived grade performance, whereas intrinsic motivation mediated the effects of relatedness on grade performance as well as confidence in ability and staying motivated. Further, perceived teacher behaviour was reciprocally influenced by intrinsic motivation, but not by extrinsic motivation. The study extends academic research into the nexus of teacher behaviour and motivation, especially the differential importance of intrinsic over extrinsic motivation. It also provides practical guidance to educationists on improving student performance through appropriate teacher training.

Strategies for sustaining teachers’ engagement by heads of departments in higher education institutions in Cameroon: Insights from Ubuntu

Sophie Etomes — Fri, 06 Dec 2024 00:00:00 +0200

Higher education institutions in Cameroon have undergone a major transformation (since the 1993 reforms) with a major objective to improve on the quality of graduates. However, concerns about leaders who are central to the implementation of these reforms have not been taken seriously. We live in a,multicultural context, especially in Cameroon with diverse cultures and national languages, thus the issue of leadership is relevant for organisational productivity. Premised on the basis that the quality of education depends on the quality of teachers, this paper presents heads of departments’ (HODs) perspectives on how their leadership practices sustain teachers’ engagement in higher education institutions in Cameroon grounded in the philosophy of Ubuntu. It is a qualitative study that involved interviews with heads of departments (n=63) from state and private HE institutions in Cameroon, where thematic content analysis was used to analyse the data. The results revealed that HODs used five major strategies which focused on engaging teachers in the mission and vision of the institution, problem-solving, decision-making, shared responsibilities and staff development approaches. These strategies improved management, social capital and the capacity building of teachers.

Pedagogic and programmes change and the enhancement of relevance of state higher education system in Cameroon

Maxmillian Younyi Tigma, Sophie Etomes, Roland Ndille — Fri, 06 Dec 2024 00:00:00 +0200

This study was designed to examine pedagogic, and programme change and the enhancement of relevance of state higher education system in Cameroon. The study was guided by two objectives which examine how change in teaching methods and change in programmes enhances the relevance in state higher education system in Cameroon. This is supported by the Improvement Theory of Benthum, Gulikers, Jong and Mulder (2011) who holds that the world has evolved and that the type of university education, skills and knowledge in the past can no longer effectively serve the needs of the modern era/labour market (relevance). The concurrent mixed-methods research designed specifically the concurrent triangulation design was adopted for the study. Both close and open-ended questions for lecturers and an interview guide for university administrators (HODs) were the instruments used for the study. The sample consist of 1,915 lecturers, and 40 administrators (HODs) from the universities of Buea, Yaounde II, Douala, Bamenda, Yaounde I, Dschang, Maroua and Ngaoundere. The purposive and stratified sampling techniques was adopted for the study. Data from close ended questions was analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended questions and the interview were analysed thematically. The Spearman’s rho was used to test the lone research hypotheses formulated in the study. Findings shows that most of the lecturers (73.0%) agree that there is a need for change in teaching methods to enhance relevance of Higher Education and most of the lecturers (74.7%) equally agreed that there is a need for change in universities programmes to enhance relevance of Higher Education. Hypothetically, there is a significant, positive and moderate relationship between pedagogic change and the enhancement of relevance of state Universities (Rvalue 0.246**, p-value < 0.001 < 0.05) implying that changes in pedagogy will contribute to the enhancement of higher education relevance. It is recommended that; workshops and capacity building programmes should constantly be organized to improve on the pedagogical competences of academic staff. Internship/ placement, field work and industrial training should be actively incorporated in the curriculum for each degree programme where applicable while effective follow up, supervision and monitoring should be accompanied.

A reflection on the significance of researchers' narratives in commissioned qualitative studies: A case study of four South African universities

Alois Sibaningi Baleni — Fri, 06 Dec 2024 00:00:00 +0200

The problem with most commissioned studies is that they are generally anchored on research protocols, guidelines and theoretical underpinnings imposed by research grant makers or the external Principal Investigator’s (PI) own research design preferences. Furthermore, the problem is that researchers who are recruited during various phases of commissioned studies have little contribution to the overall research design, methodological or theoretical framework of such studies. On 22-23 November 2022, the University of Johannesburg’s (UJ) Ali Mazrui Centre for Higher Education Studies (AMCHES) facilitated a fieldwork training and orientation workshop hosted by the Nelson Mandela University’s (NMU) Faculty of Education. The purpose of the workshop was to orient institutional research teams for a commissioned study titled: Steering Epistemic Access and Success of Historically Disadvantaged Students in South African Universities. This commissioned study was funded by the National Research Foundation (NRF) and AMCHES was the principal investigator, and it had its own prescribed research design to explore the institutional student access and success narratives and experiences of students from historically disadvantaged backgrounds. However, during this orientation workshop, it became apparent to the author that researchers recruited from the four participating universities were raising key research design-oriented narratives that were significant to the respective social contexts of the institutional case studies. The research design and theoretical framework of the entire study benefited from the inclusion of narratives describing the institutional researchers’ own experiences and their familiarity with the SEAS research sites. The four case study institutions were the universities of Cape Town (UCT), Fort Hare (UFH), Kwa Zulu-Natal (UKZN) and NMU. AMCHES held the overall ethics clearance for the study, which had been granted by UJ’s Faculty of Humanities. The author explored the pre-study narratives of the institutional research teams that emerged during the orientation workshop using a qualitative narrative analysis approach. This demonstrates the benefit of the incorporation of researchers’ narratives and perspectives of their lived experiences of the research site in commissioned studies. The author argues that the incorporation f narratives of researchers’ lived experiences of the research site adds a social context and enriches methodological approaches and theoretical framing in commissioned studies to create social relevance beyond the grant maker or the PI’s imposed approaches.

Beyond assumptions: Rethinking intercultural competence development in North-South virtual exchanges

Lize-Mari Mitchell, Caroline Suransky — Fri, 06 Dec 2024 00:00:00 +0200

In today’s globalized higher education landscape, intercultural competence (ICC) is essential, particularly for graduates engaging in virtual exchange programmes like Collaborative Online International Learning (COIL). This paper challenges the assumption that such exchanges inherently foster ICC development, especially in North-South contexts. Critically assessing the limitations of prevalent self-assessment methods and Eurocentric frameworks, the paper argues for a nuanced understanding of ICC before assuming its occurrence in COIL projects. To address these gaps, alternative research approaches, including narrative research and art-based research (ABR), are proposed. These methods aim to redefine ICC within North-South relationships, moving beyond Eurocentric perspectives. By utilizing narrative research and ABR, researchers can explore students’ experiences in a more collaborative and empathetic manner, fostering dialogue and mitigating stereotypes. The paper contends that such alternative approaches are crucial for a more equitable understanding of ICC within North-South COIL projects, providing valuable insights into ICC development and assessment in a globalized educational landscape.

Work-integrated learning at the interface of the COVID-19 pandemic: An exploratory study at a university of technology in South Africa

Raisuyah Bhagwan, Lyrise Naidu — Fri, 06 Dec 2024 00:00:00 +0200

Confronted by the disruption of work-integrated learning (WIL) placements due to the COVID-19 pandemic, students in the Faculty of Health Sciences at the Durban University of Technology experienced multiple academic and mental health challenges. This study highlights the impact the pandemic had on students from the Departments of Homeopathy, Radiography, Emergency Medical Care, Biomedical, and Chiropractic. Using a qualitative approach, 15 students were purposively sampled to participate in the study. The paper describes their challenges with regards to securing patients, dealing with patients who were COVID-19 positive, and the need for greater academic and psychological support during their WIL placements.

Exploring current student-centred assessment practices in higher education towards adaptive graduates

Noelene Simone Ross, Mogiveny Rajkoomar — Fri, 06 Dec 2024 00:00:00 +0200

The last three decades have seen significant educational reform, which have influenced the transformation of assessment practices in higher education institutions (HEIs). In addition, various societal and global changes have required that higher education create adaptive graduates who acquire and develop higherorder skills which include problem-solving skills, critical thinking, creativity and autonomy. Thus, HEIs are expected to produce adaptive graduates to meet the demands of the current national and international society and workforce. Literature suggests that student-centred assessments (SCA) can promote such higherorder skills, which have also become known as 21st century skills. Since, assessment is an integral part to learning and instruction, the design of assessments have become an important aspect in HEIs. This entails HEIs adapting to the paradigm shift from traditional assessment methods to student-centred assessment methods. This study adopted a case study approach to explore staff and student’s experiences of student-centred assessments. The respondents for this study were the staff and students from a Faculty of Accounting and Informatics at a HEI in South Africa. The findings reveal that while staff and students support various SCA and activities , the implementation of these assessments are hindered by challenges faced by staff . The contribution of this paper is to emphasize how student-centred assessment (SCA) practices foster the development of adaptive graduates while addressing the challenges to their effective implementation. Furthermore, this paper is significant to policymakers, educators, and institutional leaders seeking to enhance assessment practices and prepare adaptive, future-ready graduates.

Deradicalizing student unrest in South Africa using decolonial approach

Bunmi Isaiah Omodan — Fri, 06 Dec 2024 00:00:00 +0200

South Africa has seen a surge in student protests, with virtually every institution of higher education experiencing some degree of disrupted productivity. This paper is a theoretical argument that presents the proponents of decoloniality as a tool to deradicalise students’ minds against radical student unrest in the university system and answers the question of how to deradicalise student unrest using decoloniality as a tool. The study is located with a transformative worldview, and the argument was analysed using conceptual analysis to make sense of the argument. The study is structured to explain what decoloniality is in relation to decoloniality of the minds, the assumptions, and its correlational evidence with the deradicalisation of student unrest. The findings revealed that disrupting colonial ideologies, knowledge reclamation, changing discourse structures, and decolonising practices are dimensions needed to decolonise student mindset towards deradicalisation of student unrest. The study concludes that these dimensions are the potential for peace and tranquility in the university system.

Barriers to collaboration in implementing Early Childhood Care and Education policies in Gauteng province, South Africa

Tuelo, Matjokana — Fri, 06 Dec 2024 00:00:00 +0200

The Convention on the Rights of the Child (UNCRC) was adopted by the United Nations General Assembly in 1989. The UNCRC sets out specific rights of children. Countries that are signatories to the UNCRC commit themselves to ensuring that the best interests of the child must be a primary consideration in all actions concerning children (Article 3); and that every child has the right to life, survival and development (Article 6).

South Africa, a UNCRC signatory, has developed Early Childhood Development (ECD) policies. ECD policies require collaboration among stakeholders for quality services.The study aimed to explore strategies for strengthening the implementation of ECD policies to improve children’s development. To compare the results of various contexts, two ECD centres in rural and semi-urban areas were purposefully sampled. Data was also collected through semi-structured interviews, writing notes and observation to understand the ECD participants’ experiences.

This study has used Britto, Yoshikawa and Boller’s (2011) conceptual framework on quality to understand the collaborative support required to ensure the holistic development of young children. The findings revealed a lack of synergy in the roles and responsibilities of ECD stakeholders in implementing policies. The planned ECD policy intentions of key stakeholders - to provide care and education services - have thus far fallen short of its intended goals. It is recommended that continuous dialogue and interaction among ECD stakeholders at the national, provincial, district, and ECD centre levels must be strengthened through the implementation of ECD policies.

A transformative theory-based framework for intermediate phase pre-service language teachers’ application of transformative assessment practices

Natalie Smith, Somarie Holtzhausen — Fri, 06 Dec 2024 00:00:00 +0200

Limited studies illustrate the significance of a transformative perspective on pre-service teachers’ assessment practices during their study in higher education institutions (HEIs). As such, the need to prepare pre-service teachers for the transformative realities of the workplace has been widely acknowledged as a crucial element of contemporary teacher education. Therefore, this conceptual article aims to provide a transformative theory-based elucidation on assessment practices and their application by intermediate-phase pre-service language teachers (IPPLTs). Having applied transformative learning theory (TLT) and a narrative literature review (NLR), this article proposes a transformative theory-based framework (TTbF) that HEIs can apply to equip IPPLTs with transformative assessment practices (TAPs) during their training and teaching practice sessions. The findings reveal that transformability, transformative-targeted interventions, and adaptive capacity can be valuable takeaways for IPPLTs’ professional development in applying TAPs. The study recommends that IPPLTs consider applying the TTbF to strengthen their ability to implement TAPs in schools.

The mediating effect of early literacy activities on the relationship between parents’ reading attitudes and reading comprehension among primary school students

Fri, 06 Dec 2024 00:00:00 +0200

Reading comprehension is a foundational skill that underpins many aspects of learning, communication, problem solving, and personal development. This study investigates the relationship between parents’ reading attitudes, early literacy activities and students’ reading comprehension as well as examines the influence of early literacy activities as a mediator. It is a quantitative study using a cross-sectional survey approach. The study sample consisted of 393 year five students and their respective parents from fifteen primary schools in Kelantan. The participants were selected using a multi-level random sampling method. The analysis of the study involves descriptive tests and inferential analysis involving structural equation modelling. The finding shows that there is a moderate direct effect of parents’ reading attitudes on early literacy activities and moderate direct effect of early literacy activities on students’ reading comprehension. There is no direct influence of parents’ reading attitudes on students’ reading comprehension. The indirect effects of parents’ reading attitudes on students’ reading comprehension exist significantly through early literacy activities which act as a full mediator to the relationship between parents’ reading attitudes and students’ reading comprehension. The results of this study provide practical implications in empowering parents to provide a learning environment at home.

The development of the word sum-wheel to enhance Grade 3 teachers’ mathematic word problem solving instruction.

Nadia Swanepoel, Kakoma Luneta — Fri, 06 Dec 2024 00:00:00 +0200

This empirical paper reports on the development of a professional development initiative, namely the word sum-wheel, which teachers developed collaboratively. The study’s objective was to determine how teachers’ mathematics word problem-solving instruction could be enhanced through the development of the word-sum wheel using participatory action research as the research design. While using a qualitative research approach within the constructivist paradigm, the Continuous Process of Professional Development served as the study’s theoretical framework. In this study, a continuous link to the reciprocal relationship between teaching and learning is maintained. Thirteen Grade 3 teachers were purposefully selected from government and private schools in the Gauteng Province. While the greater study comprised three stages – namely preparation, action, and reflection – the data generated for the purpose of this paper was collected as part of the action stage. Data generation included interactive discussions held during the six workshops, as well as teachers’ reflective diaries and the researchers’ journal. Data analysis was done through a hybrid approach of inductive and deductive analysis. Findings reveal that teachers’ mathematics word problem-solving instruction was enhanced when they experienced a boost in their confidence levels. This was brought about through the playful and interactive implementation of the word sum-wheel. Similarly, the teachers’ enhanced understanding of the role of reading comprehension and the mathematics register in teaching mathematics word problemsolving was highlighted. Instead of teaching mathematics word problem-solving in isolation, teachers have begun integrating it into their daily teaching programme.

Experiences of transition processes from Grade 7 to Grade 8 in two South African schools: an exploratory study

Petra Engelbrecht, Hannelie Louw, Julialet Rens — Fri, 06 Dec 2024 00:00:00 +0200

This paper focuses on exploring the transition South African learners make from Grade 7 to Grade 8, with an emphasis on the experiences of all the role players in two school cultures during this transition phase. This qualitative exploratory research project was placed in a constructivist research paradigm. The data were analysed in an exploratory and interpretative way by identifying segments that were responsive to our research questions. The participants in the two purposively selected South African schools included a voluntary sample of teachers, parents, and learners in Grade 8 using the draw-and-write technique and focus group interviews with each learner group based on the interpretation of their drawings. Focus group interviews were also conducted with a small group of the parents and teachers of the Grade 8 learners in the two schools, and individual interviews were conducted with the school principals. Findings indicate some common ground but also qualitative differences between the two schools with specific reference to the quality of educational opportunities and socio-emotional challenges that may influence social inequalities in future.

Visiting the musicking space in-between music education and community music: The place where music-kings and queens hold sway

Esmari Oellermann, Ronel de Villiers — Fri, 06 Dec 2024 00:00:00 +0200

Music-kings and -queens are musicians who facilitate experiences in spaces where community music (CM) and music education (MusEd) make music. These musicians lead and facilitate musicking to enrich people’s music, social and cultural lives. This paper specifically explores two diverse projects occupying in-between musicking spaces that have been created by CM musicians and school learners. By recording and analysing the views, opinions, thoughts, feelings and experiences of CM musicians about their experiences in the in-between space with a view to possible collaboration with MusEd teachers in schools, this narrative inquiry uses vignettes to investigate how these musical monarchs create musicking experiences. However more than teaching skills, how they build social capital and promote social justice by making musicking accessible to children that are often excluded from music education in formal settings. The outcome is the model of the musicking umbrella that illustrates the coalesence; interconnectedness and relational nature of the in-between space. The musicking umbrella overarches all three musicking spaces and highlights the role of the community musician or music educator. While the practice of musicking is the rationale for the existence of the in-between space where creativity, innovation, and collaboration fuse and transform, adopting the appropriate learning approach help achieve authentic learning. This is combined with building social capital through networking in the community to empower and nurture people and contribute to social justice.

Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis

Mark Wilson-Trollip — Fri, 06 Dec 2024 00:00:00 +0200

This study investigates the current use of artificial intelligence (AI) for peer-to-peer support through a bibliometric analysis of 1113 records based on co-words. The research employs a four-phase exploratory design that involves co-word search, data charting, and result summation. It uses an inductive, relevant, and reflexive thematic approach (TA). The theoretical foundation is grounded in retention, attrition, and learning theories, including personal, social, emotional, constructive, and humanistic theories. The analysis aims to determine whether institutions leverage AI for peer-to-peer learning as part of peer support. The findings reveal a significant gap in direct research on AI's role in peer-to-peer support, underscoring the need for future studies on its impact on learning customisation, socio-emotional learning, and ethical issues in education.

Leadership dynamics: Managing and leading continuous professional teacher development in schools to enhance learner performance

Brandon Arendse, Heather Nadia Phillips, Zayd Waghid — Fri, 06 Dec 2024 00:00:00 +0200

Principals and school management teams are expected to provide unwavering leadership and professional and sustainable support to create opportunities for teachers and themselves to develop professionally. Currently, the lack of teacher content knowledge, low rates of motivation and accountability are key challenges resulting in the low-quality education systems in South Africa. Management teams perceive their roles to be managerial and administrative and detracts from leading teaching and learning and curriculum coverage. Furthermore, there are few systems to hold principals and teachers accountable for the academic performance of learners. This makes school leadership’s role inimitable with regard to creating a learning environment for teachers where they realise the value professional development has for the effective management of schools as well as improved learner performance. Fullan’s (2002) theory: “leadership in a culture of change” purports that school leadership has the responsibility to transform schools through collaborative efforts, working towards creating change as education evolves preparing for 21^st century teaching and learning. This interpretive, qualitative study explores how principals and school management teams lead professional development in public schools in order to improve learner performance. Two principals and their management teams were purposively sampled. Data was collected through semi-structured and focus group interviews and was inductively analysed. The results show evidence of the importance of school leadership understanding the value of managing and leading development in order to attain organisational goals. Continuously capacitating teachers improved teaching and learning and ultimately improved learner performance.

The induction process of novice teachers in primary schools: experiences of school management teams

Thelma Mkhabele, Ephraim Kgwete, Nevensha Sing — Fri, 06 Dec 2024 00:00:00 +0200

The need for induction is to prepare newly appointed teachers for the classroom and to adapt to the school’s environment and culture. Schools approach teacher induction differently. The study argues that, if novice teachers are expected to perform their duties optimally, support structures should be in place to enhance the quality of their work. This study explored how quintile one to three primary schools’, School Management Teams members experienced the implementation of the induction process of novice teachers. SMT members are expected to induct novice teachers successfully. A sample of nine SMT members from three quintile one to three primary schools was purposively selected. Data were collected through semi-structured interviews and analysed employing thematic analysis technique. In this regard, all relevant ethical considerations were adhered to. Three of the SMT members demonstrated that, the induction process is not implemented effectively due to a lack of knowledge and understanding of how it should be implemented. Six SMT members revealed that the induction process is not given serious attention and the novice teachers are unintentionally left to swim or sink. Furthermore, challenges such as, inadequate time for induction activities, work overload, interruptions due to other administrative activities, unscheduled workshops and meetings, and attending to disciplinary matters concerning learners and staff, contribute towards poor implementation of the induction process of novice teachers. Therefore, it is recommended that, the DoE should develop a standardised induction policy that should assist all schools in following consistent structured procedures on how to induct novice teachers. Furthermore, District officials should monitor the induction process of novice teachers.

Teachers' voices and quality education in the basic education discourse in South Africa

Samantha Hoffman, Rouaan Maarman — Fri, 06 Dec 2024 00:00:00 +0200

The absence of a shared understanding of quality education for South African schools prompted this study to apply the capability approach of Amartya Sen to investigate the productive qualities of teachers. The study outlines the significance of integrating teachers’ perspectives into discussions surrounding quality education in South Africa. More emphasis is directed towards the necessity of understanding quality education through the lens of teachers’ experiences and perceptions. A case study design was used and teachers in two Cape Town schools were selected to illustrate the case. The study conducted in-depth individual and focus group interviews with primary and high school teachers to explore their views on quality education and its implications for capability enhancement. Utilizing the capability approach as a framework, the research underscores the voices of teachers and the pivotal role of teachers in shaping educational practices and policies. The study revealed that limitations put on teachers’ voices rendered the understanding of quality education a bureaucratic discourse instead of a transformational idea and suppresses evaluative reasoning and the pursuit of interconnected teaching and learning freedoms in schools.

Perceptions of principals and district officials regarding how the school district supports principals’ instructional leadership

Kamlawthee Dhanpat, Suraiya Rathankoomar Naicker — Fri, 06 Dec 2024 00:00:00 +0200

The 21st century places significant demands on our educational system. It is an opportune time to re-imagine the mission, operations, and skills expected of school district offices. The focus of this study was on the school district’s role in strengthening principals’ instructional leadership capacity for improving educational outcomes. Using a case study design, interviews were conducted with 10 principals and 14 district officials in one school district. The findings showed that district officials placed instructional leadership at the core of their role in their interactions with principals. They continued to monitor curriculum delivery and provided reports but also assumed a mentoring approach in working with principals. The study further highlighted that principals did not always implement recommendations to improve instruction at schools as they felt overwhelmed by work demands. Principals expressed the need for professional development tailored to their instructional leadership roles and on-site workshops. The findings indicate that there is aneed for greater communication between principals and district officials where principals can openly deliberate issues related to instructional leadership confronting their schools with a view to problem solving. Moreover, district officials could enable the sharing of best instructional practices among schools.

Editorial

Jan Nieuwenhuis — Fri, 06 Dec 2024 00:00:00 +0200

School violence may be defined as any incident in an education institution aimed at interrupting the normal educational project and includes viciousness between learners as well as attacks by learners on school staff and attacks by school staff on learners. It encompasses physical violence, including student-on-student fighting, psychological violence such as verbal abuse, and sexual violence, including rape and sexual harassment. School violence also include various forms of bullying (such as cyberbullying), corporal punishment and carrying weapons to school. School violence has become a widely accepted serious societal problem in recent decades in many countries, especially where weapons such as guns or knives are involved (UNESCO, 2017).