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

Josef So-oabeb, Andre du Plessis

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

René Beyers, Dr André du Plessis

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

Hamilton Shushu

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

Devika Naidoo, Mbali Mabaso

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

Zijing Hu

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

Doniwen Pietersen

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

Moeniera Moosa, Peter JO Aloka

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

Khutso Mnisi

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

Tuelo Nelly Matjokana

258-274
- PDF

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

Editorial

Editorial

Research articles

Interaction between teachers’ emotional intelligence and classroom management

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

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

The experiences of mathematics subject advisors when conducting school support visits

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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