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

Research articles

Interaction between teachers’ emotional intelligence and classroom management

Ozlem Kanbur, Nurdan Kirikkaleli

3-15
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Leadership competencies for teacher professional development: perspectives of Namibian principals, heads of departments and teachers

Josef So-oabeb, Andre du Plessis

16-32
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Factors that influence public school principals’ professional discretion: Perspectives of South African public-school principals

René Beyers, Dr André du Plessis

33-48
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The experiences of mathematics subject advisors when conducting school support visits

Hamilton Shushu

49-61
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Social constructivist pedagogy in business studies classrooms – teachers’ experiences and practices

Devika Naidoo, Mbali Mabaso

62-76
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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
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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
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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
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Emergency remote education in higher education institutions during COVID-19: Students’ voices

Zijing Hu

120-133
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Perspectives on dialogue and care in teaching, learning relationships in an ever-changing online higher education landscape

Doniwen Pietersen

134-150
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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
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Factors that kept first-year students motivated at a university in Johannesburg during lockdown

Moeniera Moosa, Peter JO Aloka

166-179
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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
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A case for deliberate and accommodative design for blended teaching and learning in universities in developing countries

Khutso Mnisi

195-210
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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
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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
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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
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Early childhood care and education policy intentions and the realities in rural areas

Tuelo Nelly Matjokana

258-274
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