Vol. 41 No. 2 (2023): June 2023

View Vol. 41 No. 2 (2023): June 2023
DOI: https://doi.org/10.38140/pie.v41i2
Published: 2023-07-28

Editorial

  • Editorial

    Jan Nieuwenhuis
    1-2
    DOI: https://doi.org/10.38140/pie.v41i2.7440

Research articles

  • Interaction between teachers’ emotional intelligence and classroom management

    Ozlem Kanbur, Nurdan Kirikkaleli
    3-15
    DOI: https://doi.org/10.38140/pie.v41i2.6847

  • Leadership competencies for teacher professional development: perspectives of Namibian principals, heads of departments and teachers

    Josef So-oabeb, Andre du Plessis
    16-32
    DOI: https://doi.org/10.38140/pie.v41i2.7097

  • Factors that influence public school principals’ professional discretion: Perspectives of South African public-school principals

    René Beyers, Dr André du Plessis
    33-48
    DOI: https://doi.org/10.38140/pie.v41i2.7067

  • The experiences of mathematics subject advisors when conducting school support visits

    Hamilton Shushu
    49-61
    DOI: https://doi.org/10.38140/pie.v41i2.6937

  • Social constructivist pedagogy in business studies classrooms – teachers’ experiences and practices

    Devika Naidoo, Mbali Mabaso
    62-76
    DOI: https://doi.org/10.38140/pie.v41i2.7151

  • Exploring South African university academics’ level of preparedness for emergency multimodal remote teaching during the COVID-19 pandemic

    Christian Ugwuanyi, Chinedu Okeke, Jogymol Alex
    77-88
    DOI: https://doi.org/10.38140/pie.v41i2.6272

  • Crisis leadership: Reflecting on the complex role of academic (middle) leaders during the COVID-19 pandemic

    Cherrel Africa, Derek Yu, Abdulrazak Karriem, Bonita Raymond
    89-103
    DOI: https://doi.org/10.38140/pie.v41i2.6265

  • It gives me anxiety! Black Academics’ experiences of teaching large classes during the Covid-19 pandemic in a South African university

    Mlamuli Nkosingphile Hlatshwayo, Thabile Zondi , Thabang Mokoena
    104-119
    DOI: https://doi.org/10.38140/pie.v41i2.6837

  • Emergency remote education in higher education institutions during COVID-19: Students’ voices

    Zijing Hu
    120-133
    DOI: https://doi.org/10.38140/pie.v41i2.5923

  • Perspectives on dialogue and care in teaching, learning relationships in an ever-changing online higher education landscape

    Doniwen Pietersen
    134-150
    DOI: https://doi.org/10.38140/pie.v41i2.6291

  • Towards flexible learning and teaching: Lessons learned from educator and student experiences during the COVID-19 pandemic

    Marichen Van der Westhuizen, Lindokuhle Hlatshwayo
    151-165
    DOI: https://doi.org/10.38140/pie.v41i2.6224

  • Factors that kept first-year students motivated at a university in Johannesburg during lockdown

    Moeniera Moosa, Peter JO Aloka
    166-179
    DOI: https://doi.org/10.38140/pie.v41i2.6296

  • Students’ acceptance and perceptions of online assessments post- COVID-19 pandemic: A case of Community Extension students at a historically disadvantaged institution

    Ntombenhle Ndlovu, Sandile Mthimkhulu , Phiwayinkosi R. Gumede
    180-194
    DOI: https://doi.org/10.38140/pie.v41i2.6912

  • A case for deliberate and accommodative design for blended teaching and learning in universities in developing countries

    Khutso Mnisi
    195-210
    DOI: https://doi.org/10.38140/pie.v41i2.6863

  • Technology-mediated advising for student success: Exploring selfmediated academic support for undergraduate students using AutoScholar Advisor System

    Samukelisiwe Khumalo, Randhir Rawatlal, Victor Nnadozie, Ashnie Mahadew, Cedric Bheki Mpungose, Phakamile Mazibuko
    211-232
    DOI: https://doi.org/10.38140/pie.v41i2.7088

  • Obstructions to the integration of ICT in English First Additional Language lessons: The case of Limpopo intermediate phase classrooms

    Sekanse Ntsala, Pricilla Mamare Seabela
    233-246
    DOI: https://doi.org/10.38140/pie.v41i2.6823

  • Advances made by the University of the Western Cape in the support of remote online teaching and learning for student success and access

    Paul Dankers, Juliet Scholtenkamp
    247-257
    DOI: https://doi.org/10.38140/pie.v41i2.6328

  • Early childhood care and education policy intentions and the realities in rural areas

    Tuelo Nelly Matjokana
    258-274
    DOI: https://doi.org/10.38140/pie.v41i2.6741