The election of learners to representative bodies or leadership positions in schools often fail to uphold democratic principles. With this study we critically examined the democratic nature of learner elections in South African primary and secondary schools. A survey, using convenience sampling, was conducted among learners and educators. We incorporated Habermas’s discourse ethics to evaluate the role of schools in fostering democratic engagement. The findings reveal that election officers and educators often lack democratic literacy, learners face undue influence, and elections frequently mirror popularity contests rather than substantive democratic processes. Since learners are not inherently familiar with democracy, public schools serve as crucial spaces for cultivating democratic values and procedures. Conducting representative councils for learners (RCL) and leader elections democratically could foster educational transformation while promoting learners’ personal growth and leadership development. We recommend reforming learner election procedures and creating structures that ensure meaningful learner participation and leadership training.
Effective solid waste management practices in schools promote sustainable development by raising awareness and teaching learners about eco-friendly practices. This knowledge extends beyond the classroom, creating a more environmentally conscious society and instilling lasting habits in future generations. With the study reported on here we aimed to explore the solid waste management practices employed by primary school stakeholders. This interpretative qualitative study involved a school principal, a learner, a general worker, a food handler, a school governing body member, and a teacher from a primary school in the Mpumalanga province, South Africa. Data were collected through semi-structured interviews and observations and analysed using a thematic approach. The findings reveal that the primary school managed solid waste through practices like providing trash cans and garbage bags, storing waste in classrooms, setting classroom rules, and burning waste outdoors. However, these methods also contributed to air pollution and were inconsistently applied due to a lack of stakeholder engagement. We recommend that the school governing body creates a solid waste management policy for all stakeholders and establishes an environmental committee to raise awareness about environmental issues in the school and the community.
The academic world has become increasingly complex over the years, thus necessitating distributed instructional leadership (DIL) among more people to improve the efficacy of curriculum implementation. However, DIL at departmental level in secondary schools in Lesotho is ambiguous and not fully acknowledged. With this mixed-methods research of a convergent parallel design we explored how heads of science departments (HoDs) conducted DIL in their respective departments for the implementation of the new science and technology (ST) curriculum in Lesotho secondary schools. Quantitative data from a concurrent nested sample of 67 HoDs were collected through a questionnaire and analysed through descriptive and inferential statistics. A stratified purposive subset consisting of 4 HoDs and their 4 ST teachers was interviewed, and the data were thematically analysed. The HoDs in this study performed DIL functions related to out of class activities more effectively than the functions related to in class activities. Only 2 of 4 interviewees implemented curriculum integration as proposed in the syllabus. We recommend constant communication among the HoDs, teachers and curriculum developers through regular feedback during the implementation process.
Despite growing interest in the role of non-cognitive skills in academic achievement in the international literature, limited studies on this topic for South Africa exist. For this article, we used data on Grade 9 learners from the 2019 South African Trends in International Mathematics and Science Study (TIMSS) to investigate the relationship between extrinsic motivation and mathematics achievement. We used multivariate regression analysis where we controlled for a range of learner, home, teacher and school characteristics, and we tested the robustness of our results to using teacher and school fixed effects models. We found a positive association between extrinsic motivation and mathematics scores, and although it was not as large as the association between intrinsic motivation and mathematics scores, it remained strong and statistically significant in all our models. We also found that the strength of the relationship varied across school types and was stronger in poorly-resourced and remote rural schools, suggesting that extrinsic motivation could compensate to some degree for the disadvantage that these learners experience. This is an important finding as extrinsic motivation is potentially amenable to external influences.
School re-entry and continuation policies are widely promoted in sub-Saharan Africa (SSA) as a means of safeguarding adolescent mothers’ educational participation, yet their practical effects remain inconsistently documented. With this systematic review we synthesised evidence on national policy and programme responses governing re-entry and continuation for adolescent mothers in SSA, drawing on academic and grey literature published between 2000 and March 2022. Following multi-database searching and screening, 63 sources were included and analysed thematically, guided by African feminism, agency theory, and the positive youth development framework. Across contexts, policy commitments commonly articulate educational rights but fall short at the level of operationalisation: guidance on implementation is often vague, resourcing limited, and accountability mechanisms weak. The evidence shows that re-entry decisions and persistence in school are shaped by intersecting constraints: stigma and moral surveillance, gendered expectations of motherhood, inflexible schooling arrangements, inadequate childcare, and household poverty, alongside uneven school-level interpretation of policy. However, promising practice is visible in alternative and second chance initiatives that combine flexible learning pathways with psychosocial support and childcare or caregiving accommodations, enabling re-engagement and completion where mainstream systems remain exclusionary. Overall, the review indicates that policy expansion has outpaced implementation capacity and social norm change. Advancing adolescent mothers’ educational inclusion requires gender-responsive implementation strategies that translate policy into enforceable procedures, strengthen school and community support structures, and institutionalise cross-sector collaboration to address childcare, stigma, and economic barriers.
The lack of collaborative summative oral assessment tasks in Paper 4 of the Grade 12 isiZulu curriculum is problematic and counterproductive because it denies learners an opportunity to learn from each other to maximise their full academic performances. In this article we report on the application of the collaborative learning theory to promote the principles of learners working together to achieve a common goal. The group-reporting approach was used to generate data during a workshop for isiZulu home and second language teachers presented by the isiZulu Education Sub-Discipline at the University of KwaZulu-Natal. Engagement with teachers during the workshop highlighted the misalignment between the isiZulu curriculum and summative oral assessment in Grade 12 in public schools. Both groups of isiZulu teachers reported that the spirit of shared responsibility, which forms the everyday existence of African people, must be infused in isiZulu oral summative assessment for education to uphold the communal cosmological and philosophical convictions of Zulu societies. Tripolar education, which advocates for collaboration among learners, teachers and the community, also dominated the discussions.
With the study reported on here we investigated the experiences of Grade 8 mathematics learners with technology-supported cooperative learning (TSCL) as a means of enhancing self-directed learning (SDL) in paperless classrooms. The study was conducted in 2 suburban schools in North West, 1 of the 9 provinces of South Africa. We targeted mathematics lessons in which all learners used a personal tablet in coordinated cooperative learning (CL) settings. The study was part of a wider mixed methods project but in this article we present the results from the qualitative strand. The data were gathered from semi-structured interviews with 11 participants (6 male and 5 female), classroom observations, and a reflective research journal. These instruments were employed to document the learners’ points of view, classroom interactions, and our insight into the implementation of TSCL. Data were thematically analysed and triangulated in relation to all data sources for increased credibility and confirmability. We report on 3 interrelated findings: (1) TSCL enhanced SDL through increased learner engagement and enjoyment that in turn resulted in higher levels of ownership of learning; (2) collaborative, multimodal tasks facilitated conceptual understanding and peer explanation – a phenomenon at the heart of both CL and SDL; (3) ongoing challenges such as unstable connectivity, device glitches and uneven group participation restricted the intervention’s reach. We suggest that well-designed cooperative tasks, clearly assigned roles, and offline versions may enhance cooperation and SDL in mathematics classrooms. Although the study was constrained by its small, purposive sample and situated focus, it offers contextually specific evidence about the ways in which TSCL can support learner engagement, interaction and independence in mathematics education.
In this article we outline an application of the causal TRT procedure and missing data methods to a dataset of progressed pupils (pupils who moved to the subsequent grade although they did not meet the promotional criteria in their current grade) in poor school communities. The technique approximates the contributing effect of binary treatment on a continuous or discrete outcome. With the application of the procedure in this study, we aimed to approximate the contributing effect of the intervention treatment, specifically extra classes for progressed learners on their learning outcomes as suggested by the policy on progression. Inverse probability weighting (IPW) and multiple imputation (MI) were employed to address the missing data. A sample of 828 learners from 4 schools in the Pietermaritzburg district was selected for this study. Our findings indicate that the causal treatment had a positive effect on these learners’ results. Moreover, multiple imputation proved to be a better method for imputing missing data over the inverse probability weighting. We recommend the use of monitored extra classes to improve progressed learners’ results. Additionally, we recommend the use of multiple imputation over inverse probability weighting when the missing data is less than 5%.
With this study I examined the effects of a peer tutoring intervention on the English reading achievement of 1st-grade learners in a Chinese township middle school. Many studies show the relationship between self-esteem and peer tutoring interventions. We examined the moderation of self-esteem on the impact of a 12-week intervention. Eighty-five 1st grade learners in a township middle school participated in this quasi-experimental study. The control group consisted of 42 learners, and the experimental group consisted of 43 learners. The Cambridge Young Learners English tests for Flyers (YLE Flyers) was used to assess learners’ English reading achievement. The modified Coopersmith self-esteem inventory – school form (CSEI-SF) was used to measure learners’ self-esteem. The results do not show a statistically significant impact of the peer tutoring intervention between the control and experimental groups. Neither learners’ initial English reading achievement nor their initial self-esteem moderated the impact of the peer tutoring intervention on their reading. However, an increase in learners’ English reading in the peer tutoring group was clear although it was not statistically significant. The findings shed light on the future implementation and research of peer tutoring in China and South Africa. Future peer tutoring studies could focus on the duration of interventions, participants’ gender, teacher education and experience, as well as the urban/rural location.
Throughout the world there has been growing emphasis on studies regarding pre-school teachers. A systematic review of research on pre-school teachers in China, the largest developing nation, can provide valuable insight for other developing countries looking to enhance their pre-school education workforce. Bibliometric analysis provides a quantitative assessment of the significant external and internal features of research literature related to pre-school teachers. The visualisation analysis software, Co-occurrence (COOC)13.2, is capable of effectively visualising these findings, and the literature review method allows for an in-depth examination of the selected sources, informed by the analysis results from COOC13.2, thereby enhancing our understanding of the developing research themes pertaining to pre-school teachers. In the study reported on here we analysed 1,882 core journal articles on pre-school teacher research from China’s largest academic literature database, the China National Knowledge Infrastructure (CNKI). The analysis was conducted using bibliometric principles and involved the COOC13.2 visualisation analysis software alongside literature analysis methods. Our research findings indicate 3 key dimensions. Firstly, the research landscape is characterised by individual scholars as core researchers, predominantly from teacher training universities, who have established robust collaborative networks among themselves and between institutions. Secondly, the research has evolved through 3 distinct phases: initial emergence, flourishing development, and in-depth exploration. Thirdly, the research encompasses 5 primary themes: the professional psychological profiles of pre-school teachers, the development of support systems for their professional growth, frameworks for pre-service training, continuing education programmes, and the establishment of rural pre-school teacher workforces. Future research on pre-school teachers can be enhanced through several key strategies: promoting collaborative partnerships among researchers, strengthening methodological rigour, and expanding the research scope. Emphasis should specifically be on examining the professional well-being of pre-school teachers, their practical classroom knowledge, and their observational skills. These targeted efforts will contribute to a deeper understanding of pre-school teachers and support the ongoing advancement of the field.
The purpose with the study reported on here was to establish the role of instructional resources in the learning of geography. Instructional resources are objects used by teachers to make learning meaningful. Studies have shown that learners perform poorly in geography. With this study we examined instructional resources for the teaching of geography in secondary schools: the case of the Plateau State, Nigeria. We used mixed methodology. We purposively selected the sampled population of 284 secondary school geography teachers from 195 secondary schools. Data collection involved observations, semi-structured interviews, and a survey questionnaire. Analysis of the data was done using descriptive and inferential statistics and content analysis. The findings revealed the following challenges faced by teachers: poor budgetary allocation to education, inadequate instructional resources, lack of resource rooms, poor electricity supply, lack of internet connection, negative teachers’ attitudes towards effective use of instructional resources and teachers’ lack of skills regarding geography improvisation. Some implications when teaching without instructional resources are a reduction in learners’ academic achievement, an increase in drop-out rates and an increase in behavioural problems. Positive implications of the use of instructional resources include making learning practical, realistic, and appealing, providing room for acquisition of skills, self-actualisation, knowledge, and self-confidence, and enable learners to participate actively in lessons. From the findings we recommend that teachers should be trained well in modern use of instructional resources such as the geographic information system (GIS), projectors, e-books, digital maps for innovative and technology-driven instruction, and an increase in budgetary allocation to education by the government for the construction of resource rooms, libraries, and laboratories. Parents and stakeholders should supply resources to schools. This study contributes to knowledge by promoting more accessible and engaging learning experiences, enhancing teaching effectiveness, and bridging the gap between abstract concepts and practical understanding, thereby fostering deeper information retention among diverse learners.
In the study reported on here we examined the supervision practices of school principals in enhancing teaching and learning at SMPN 1 State Junior High School in Limboto, Indonesia, following the implementation of the decentralised education system. Guided by the instructional leadership framework – which emphasises the principal’s role in setting clear academic goals, managing the instructional programme, and fostering a positive learning climate – we employed a qualitative research approach within a naturalistic paradigm to provide an in-depth analysis of the principal’s role in instructional supervision. Data were collected through semi-structured interviews, direct observations, and document analysis, ensuring a comprehensive understanding of the phenomenon. The study participants included the school principal, vice principals, teachers, supervisory lecturers, school workers, and community members – selected through purposive sampling based on their involvement in the school’s supervision process. The findings reveal that the school principal plays a critical role in teacher professional development through structured activities such as mentorship, classroom observations, and workshops aimed at improving pedagogical skills. Teachers acknowledged that formal and informal interpersonal relations significantly contributed to a collaborative and supportive work environment. Additionally, the study highlights the importance of evaluation mechanisms, with periodic assessment used to identify skill gaps and implement targeted professional development initiatives. We concluded that effective instructional leadership is essential for enhancing teaching quality, with supervision practices that balance guidance, collaboration, and evaluation proving most effective. It is recommended that school administrators integrate teacher feedback into supervisory frameworks, while policymakers refine guidelines for instructional supervision to ensure sustainable improvements in educational practice. Future research could explore the perspectives of students and other stakeholders to gain a more comprehensive understanding of the impact of school leadership on learning outcomes.
In this article, the representation in 3 prescribed Grade 12 history textbooks of the Battle of Cuito Cuanavale is analysed to determine how these texts shape learners’ perspectives on this important slice of South African history. The selected textbooks are used by schools that follow the Curriculum and Assessment Policy Statement (CAPS), i.e. South African public schools. In the study reported on here I focused on the silence in these textbooks on the Battle of Cuito Cuanavale (1987 and 1988), which was part of the South African Border War. The critical discourse analysis (CDA) approach was used to expose the textual silences on and the normalisation of the Battle of Cuito Cuanavale, a battle trivialised and disowned at the time by generals of the South African Defence Force (SADF). In contrast, various historians, political scientists and journalists, in South Africa and abroad, supported in their writings an opposing view, namely that the SADF was defeated by Cuban forces and the People’s Armed Forces for the Liberation of Angola (FAPLA). I propose in this article that silences such as these preclude learners from forming an accurate and complete understanding of South Africa’s complicated history and prevent them from acquiring the critical-thinking skills that are at the very core of the discipline.
In this paper we examine socio-economic and household factors linked to learner progression in South African public primary schools, focusing on the Western Cape and Gauteng provinces. We analysed the 2022 General Household Survey using factor analysis, multilevel regression, and structural equation modelling to develop a statistically valid factor map of the public primary school system. Predictive models validated these relationships and revealed key socio-economic influences, highlighting the importance of household stability, parental involvement, and early childhood conditions for academic success. The findings show that family wealth, household stability, and school-based support were the strongest predictors of learner progression, clarifying how conditions outside the school environment shaped outcomes and offering insights for policy. The study provides a foundation for future research into targeted interventions to reduce educational inequality in South Africa.
In the integrative literature review presented here, we examined evidence-based and theory-based emotional intelligence (EI) interventions and strategies to protect and promote adolescent well-being in South African mainstream education. Promoting adolescent well-being has, however, become more complex in the digital age. Many South African adolescents face additional contextual hurdles associated with poverty. While EI interventions are associated with improved well-being, accessibility remains limited due to financial constraints, as these programmes do not form part of the mainstream curriculum in governmental schools. With this review we synthesised data from various studies, highlighting intervention content, educator roles, cultural and contextual influences, technological impacts, and positive outcomes on the well being of adolescents. The findings show the necessity for culturally responsive, technology-integrated, and educator-led EI interventions tailored to adolescents’ developmental needs and values. We advocate for a systemic, cross-sectoral “moonshot” approach to social-emotional programming, recognising EI as a foundational construct for adolescent resilience, academic success, and psychosocial well-being in rapidly evolving global contexts. Recommendations for future research include longitudinal studies to evaluate the sustained psychological, behavioural, and academic impacts of context-sensitive EI interventions within the South African educational environment.
With the research reported on here we aimed to assess the impact of the reading motivation of 4th-grade elementary school students' on their motivation towards social studies. We used the cross-sectional survey model in the research. The participants in the study were 270 fourth-grade elementary school students studying in the Bal & imath;kesir province of T & uuml;rkiye. The research data were collected using the reading motivation scale developed by Wigfield and Guthrie (1997) and adapted to Turkish by Y & imath;ld & imath;z (2010), and the social studies course motivation scale developed by Tahiro & gbreve;lu and Aktepe (2015) for 4th-and 5th-grade students. A significant relationship was found between the reading motivation scale and the social studies course motivation scale. The model fit indices were determined to be acceptable.
School mental health care in South Africa forms part of the primary health care package in the form of an integrated programme for the promotion of school health. However, there appears to be a limitation in teacher mental health literacy, which may not meet the needs of South African secondary school youth in terms of coverage and uptake. The aim with the study reported on here was to explore secondary school teachers' mental health literacy in the City of Ekurhuleni, using a cross-sectional descriptive design. In total, 132 secondary school teachers participated in this study. A mental health literacy assessment was conducted using 4 vignettes, each scoring 1 for a total of 4, with a mean score of 1.23 (SD = 0.96) obtained. For the assessment of depression literacy, a 22-item questionnaire scored out of 22 was used, with a mean score of 10.65 (SD = 3.21) observed. Overall, the study results reveal a low mental health literacy level and a poor ability to identify the clinical features of depression among secondary school teachers in the City of Ekurhuleni. It is imperative that teachers become more aware of the mental health of their learners. We propose that the pre-service and in-service training curriculum of teachers include training on the identification of mental health systems.
In this article we emphasise the importance of enhancing not only the number but also the quality of science centres equipped with multi-dimensional educational units worldwide. Significant steps have been taken by governmental institutions to increase the number of centres that meet global standards in terms of space and equipment. The purpose of the study reported on here was to determine the spatial needs and how these spaces should be designed, especially considering that the primary users of science centres are children. Within this scope, the behaviour of students in and their use of interactive and mechanical exhibition areas during their visits to the science centre were analysed using the evaluation method. Behavioural maps were created by observing students in the exhibition areas, and interviews were conducted with 15 students, 4 teachers, 4 guide teachers, and administrators. We found that while students found science centres engaging, they did not prefer the Sultans of Science exhibition area due to its design, resulting in the space not being used efficiently while the students even reported boredom. Nevertheless, students’ overall interest in science centres remained unchanged. With this study we aimed to provide valuable insight for designers, educators, and relevant institutions. The aim was to offer expertise, guidance, and recommendations for the establishment and long-term operation of science centres.
The development of 21st-century competencies such as collaboration, critical thinking, creativity and innovation, and communication (4Cs) has become central to preparing students for future life and the world of work. In this study, we investigated teachers' conceptions of the 4Cs in selected Zimbabwean high schools, using the Partnership for 21st Century Learning (P21) framework. Ninety-three teachers from 4 high schools participated in this study. Structural equation modelling results indicated that teachers endorsed collaboration first, followed by communication, critical thinking, creativity, and innovation. Black teachers had greater and statistically significant means than non-Black teachers for collaboration and communication, while the practical subjects taught significantly influenced creativity and innovation. The findings provide policymakers with insight to advocate for and design curricula that balance the 4C skills equally, and for teachers to review their instructional strategies to incorporate critical thinking, creativity, and innovation, which are pivotal in preparing students for the unpredictable world of generative artificial intelligence and their future success. Teachers may need support through professional development focused on the 4Cs.
The Fourth Industrial Revolution (4IR) has led to the need for a redefinition of teacher effectiveness, particularly in science, technology, engineering, and mathematics (STEM) education areas such as chemistry. In the study reported on here I used a quantitative, exploratory cross-sectional survey design to validate the 4IR chemistry teachers' effectiveness scale (4IRCTES) using Mokken scale analysis (MSA) with the automated item selection procedure (AISP). The study population included chemistry teachers and senior secondary school students from public and private schools in Osun and Oyo States, Nigeria. Data were collected from 35 teachers and 320 students through multistage and proportionate stratified random sampling. The 4IRCTES, originally consisting of 49 items across 6 domains, underwent expert content validation. A pilot study involving 20 teachers and 50 students resulted in a Cronbach's alpha of 0.87, indicating strong internal consistency. The AISP analysis revealed 5 interpretable sub-scales, each representing a unidimensional construct, confirming the multidimensional structure of the 4IRCTES and supporting its construct validity and psychometric reliability. The findings show that the 4IRCTES is a reliable and valid tool for evaluating chemistry teacher effectiveness in technology-driven educational settings. This study emphasises the value of nonparametric item response theory methods like MSA in the validation of educational instruments and highlights the essential 4IR competencies needed for effective STEM teaching in Nigerian secondary schools.
