Research Articles (Education Management and Policy Studies)

Permanent URI for this collectionhttp://hdl.handle.net/2263/1775

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Principals’ perspectives on the connection between context and student learning in Cameroonian Presbyterian schools
(Routledge, 2024) Mokoko, Grace Emade; Marishane, Ramodikoe Nylon; u18276726@tuks.co.za ; nylon.marishane@up.ac.za
This study examines the role of secondary school leadership in enhancing student learning in Cameroon, focusing on Presbyterian school principals and their understanding of the relationship between learning context and student outcomes. Principals are expected to demonstrate professional skills and knowledge of how various components of student learning interact. However, the study highlights a significant gap in leadership training among Cameroonian principals, focusing predominantly on teacher-centric approaches rather than student learning. Utilising relational leadership theory, the qualitative research includes insights from six Presbyterian Church secondary schools. Findings indicate a lack of awareness among principals regarding the interplay between context and student learning, compounded by barriers hindering the establishment of positive learning environments. They underscore the need for enhanced leadership training, prioritising student learning, and establishing positive learning environments. The study advocates for strengthened policies and training initiatives prioritising school leadership development to improve student learning outcomes
The influence of circuit managers on learner performance in a thriving rural district
(University of Venda, 2024-12) Mthembu, Pinkie; Blose, Sibonelo; Mkhize, Bongani Nhlanhla
The responsibility of education districts across contexts is to deliver multidimensional support towards teaching and learning. One of the dimensions through which the support is transmitted is the circuit management subdirectorate, which works closely with principals. Circuit managers are crucial in supporting principals in effectively leading teaching and learning. However, they have been overlooked in the literature. In this paper, we gaze at circuit managers of a thriving rural district in KwaZulu-Natal, South Africa, to understand their influence on learner academic performance in schools. To achieve this, we employed narrative inquiry, a qualitative methodology, to engage narratively with the lived experiences of purposefully sampled two circuit managers in a thriving district. Narrative ways of generating and analysing data were used. The study revealed four essential practices circuit managers exert to influence learner performance. These practices are directing intervention initiatives to all grades while not losing sight of Grade 12, direct involvement in monitoring learners’ work, exposing principals to learning opportunities, and recognising and rewarding good performance. The participating circuit managers appeared to arm principals under their supervision with capacity and support so they could lead instruction in their respective schools. We, therefore, conclude that the circuit managers adopted an approach of working through and with principals to influence learner performance in schools.
Assessing the effectiveness of the Covid-19 pandemic on the Nigerian educational system : benefits and drawbacks of E-learning
(University of Venda, 2024-09) Ogunbayo, Shakirat Bola; Mhlanga, Nontuthuzelo
One of the sectors that have been significantly affected by the Covid-19 pandemic is education. In Nigeria, before the outbreak, the education system focused solely on face-to-face teaching and learning. Learners in both primary and secondary schools were not permitted to own or display any digital device, such as a phone or computer, in the school environment. Following the announcement of the country’s lockdown and school closure owing to the outbreak of the Covid-19 pandemic, both teachers and learners were at a loss as to how to continue with teaching and learning. This paper assesses the challenges and effects of Covid-19 on education in Nigeria. The effects of the Covid-19 pandemic on education are unusual and unprecedented in history, as school closures, for instance, affected over 1.5 billion learners worldwide. Equally, because the majority of educational institutions continue to use the traditional typologies of virtual learning in traditional classroom settings, learners from developing countries, such as Nigeria, were significantly disadvantaged. This paper, through extant literature reviewed from over 71 recent publications, emphasizes the significance of e-learning in the face of global pandemics and natural disasters, especially during school closures. In this study, Covid-19 was found to have harmed education in Nigeria. In this regard, the benefits and drawbacks of e-learning for policy and practice were discussed.
The induction process of novice teachers in primary schools : experiences of school management teams
(University of the Free State, 2024-12) Mkhabele, Thelma Sasavona; Kgwete, Ephraim Matala; Sing, Nevensha
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 argument of this study is that support systems should be in place to improve the calibre of work produced by novice teachers if they are to carry out their responsibilities as best they can. This qualitative study explored how quintile one to three primary Schools’ Management Teams members experience the implementation of the induction process of novice teachers. This study employed the TPI-Theory of induction. Nine SMT members from three quintiles one to three primary schools were purposively selected. Data were collected through semi-structured interviews and analysed employing thematic analysis technique. The findings reveal that the induction for novice teachers was not effectively implemented by SMTs due to a lack of knowledge and understanding of how induction for novice teachers should be implemented. 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. The study recommended that well-coordinated induction programmes for novice teachers should be filtered down to school the level where is needed. Furthermore, District officials should monitor the induction process of novice teachers.
School principals’ leadership development : lessons from the ACE school leadership programme on leading during the COVID-19 pandemic
(Education Association of South Africa, 2025-02) Kgwete, Ephraim Matala
The COVID-19 pandemic presented the world with many challenges – some of which were unprecedented challenge for school leaders. The South African Department of Education (DoE) introduced a new threshold qualification, an Advanced Certificate in Education (School Leadership) (ACE), which was the first concrete step towards implementing a compulsory professional qualification for principalship. In this study I employed qualitative case study research methods and procedures to investigate the influence of the ACE programme on leadership practices. Six township secondary school principals from the Mpumalanga province, South Africa, who had completed the ACE programme were purposively selected. Semi-structured interviews were used to collect data. A thematic approach was used to analyse the data. The findings display ample evidence of the nomothetic dimensions of the social systems theory, outweighing the ideographic dimensions in the preparation programme for principals. The study revealed that the programme mostly developed principals’ management practices and needed to develop principals’ leadership skills as well. Furthermore, the study revealed that principals were able to apply the management skills gained from the ACE programme during the COVID-19 pandemic.
Wrestling with complexities of rural school contexts : learning from Deputy principals’ leadership experiences
(Sage, 2025) Blose, Sibonelo; Mbatha, Ayanda; blose.sb@up.ac.za
South African communities may be viewed in three categories – rural, semi-urban and urban. These communities are unequal in terms of infrastructure and economic opportunities, among other things. The inequities among the communities extend to schools as microcosms of communities. Schools in urban areas enjoy inter alia better infrastructure, reasonable resources and fundraising opportunities, while schools in rural areas suffer from problems such as poor infrastructure, lack of resources, and high poverty rates. This paper reports on a narrative inquiry that focused specifically on the effects of rural school complexities on the leadership practices of deputy principals. The findings revealed contextual complexities, including, a feeling of helplessness due to the inadequacy of resources, overwhelming workloads, and dealing with learners from below the poverty line households. These complexities constrain the leadership exercised by deputy principals and necessitate a continuous push-back reaction. Thus, the findings also show practices through which the deputy principals defy the complexities of rural school contexts.
Religion in South African education : a divisive or unifying force?
(Taylor and Francis, 2024) Nthontho, Maitumeleng Albertina; maitumeleng.nthontho@up.ac.za
Religion not only promotes tolerance among societies with different backgrounds, but also serves to enhance human society. In contrast, however, religion is seen to be the cause of conflict and division around the world. Hence, it is crucial that schools handle the teaching of religion with greater care. This paper aims to share schools’ experiences of religion-in-education policy change in South Africa – whether it unifies or divides them. It concludes that religion in education is neither a divider nor a unifier. Nonetheless, the approach that schools adopt toward the teaching of religion to learners remains a concern.
Examining customer intentions to purchase intelligent robotic products and services in Taiwan using the theory of planned behaviour
(BMC, 2024-06) Tai, Yu‑Hung; Nwachukwu, Precious Toby T.; LePage, Ben A.; Fang, Wei‑Ta
BACKGROUND: The literature for assessing online and offline shopping behaviours that are linked to intelligent robotic goods and services is inadequate. In this study, we applied the Theory of Planned Behaviour model for guidance regarding how consumer behaviour affects their purchase intentions for intelligent robotic goods and services. METHODS: Data from 408 respondents were gathered through an online questionnaire binned into Online and Over‑ all Shoppers, and analysed using SPSS, AMOS, and Covariance-Based Structural Equation Modelling software to evaluate the appropriateness of the measurements and to confirm data reliability, convergence, divergence, and validity. These tools were also used to track and test hypothesized relationships between the variables and model constructs used in this study. RESULTS AND CONCLUSION: The overarching outcomes from the data analyses indicated the Ease of Usage, Brand Perception, and Product Pricing variables causally impacted the TPB model constructs, namely Attitude, Subjective Norms, and Perceived Behaviour Control for the two populations tested with respect to their intention to purchase intelligent robotic goods and services. The reliability measurements for Ease of Usage, Brand Perception, and Product Pricing are discussed. The results are important for companies and future investors because opportunities to study the complex relationships that ultimately drive consumer behaviour and their intention to purchase intelligent robotic goods and services are provided.
The role of deputy principals : perspectives of South African primary school principals and their deputies
(Sage, 2023-01) Jansen, Christa; Du Plessis, Andre F.; duplessis.andre@up.ac.za
Education leadership literature indicates that relatively little attention has been given to the specific duties and responsibilities of South African deputy principals in comparison with other leadership and management positions in schools. As a result, their roles and responsibilities remain vague. The purpose of this study was, therefore, to explore the roles of deputy principals in selected well-resourced fee-paying primary schools. Semi-structured interviews were conducted with the principal and two deputy principals of each of the five participating schools. The participating schools were selected for having a reputation of being high-performing schools and being most likely to provide rich data. The findings suggest that the sub-context of a school is an important factor influencing the role of a deputy principal. In addition, principals play a key role in determining the job description of individual deputy principals. This is often accompanied by purposeful leadership distribution and a reconfiguration of conventional management structures. In addition, deputy principals were generally viewed as ‘principals-in-training’ and their relationship with their principals characterised by shared leadership practices.
Non-educator stakeholders and public-school principals' views on the proposed amendments to the South African Schools Act 84 of 1996
(North-West Unversity, 2024-01) Kruger, Johan; Beckmann, Johan L.; Du Plessis, Andre; duplessis.andre@up.ac.za
On 13 October 2017, the Department of Basic Education (DBE) published Government Gazette No 41178 pertaining to the Basic Education Laws Amendment Bill (hereinafter BELA). The draft bill proposes to amend certain sections of the South African Schools Act 84 of 1996. The DBE gave education stakeholders a window period to make inputs on the proposed Bill. Over 5000 submissions were received. On 27 and 28 January 2020, Ms Angie Motshekga (Minister of Basic Education) invited the educator unions and governing body federations to further consultations on the Bill. The Bill was again circulated to the public in 2021 in Government Gazette number 45601 after further amendments. In this article, the authors discuss school principals’ (as education stakeholders) opinions on the proposed amendments with a specific focus on school admission and language policies. The research on which this article is based was located within the framework of government and management terms like the decentralisation and recentralisation of the powers of principals and school governing bodies (SGBs) and the recent phenomenon of political realism. The research took the form of a qualitative case study using triangulation (semi-structured interviews, literature review and document analysis) to gather data. The data produced mixed results. Some education stakeholders were very critical of the proposed amendments to the South African Schools Act while other groups welcomed the proposed changes. Some principals felt that the government was employing political realism in rescinding (recentralising) some of the powers that had been devolved to them in 1996 after the dawn of democracy in South Africa. They believed that the recentralisation would impede their autonomy when they carry out their professional and governance duties (the duties the school governing body delegated to the principal) in partnership with their SGBs. They believed it represented a regression to apartheid education. Other principals welcomed a more centralised governance approach where school leadership was dysfunctional and where SGBs provided no meaningful assistance to school principals.
Strategies that leadership employ to support teacher professional development in Namibia
(AOSIS, 2024-03) So-Oabeb, Josef Haitale Shingoya; Du Plessis, Andre F.; Masenge, Andries
BACKGROUND : Namibian education is faced with a concern of poor-quality teaching and learning. One way of seeking to address this is through the professional development of teachers. Therefore, this study examined strategies used by school leaders to support teachers for improved subject knowledge and pedagogy. AIM : The study aims to provide a fresh repository of information tailored for policymakers, political leaders and administrators to avail resources to capacitate and support school leaders towards innovative and creative strategies geared towards teachers’ professional development. SETTING : This article provides insights into the various strategies employed by principals and heads of departments (HODs) to support teacher professional development in the Namibian context. METHODS : This was a mixed-method study in which quantitative findings were used to guide the development of questions used during interviews. During the quantitative phase of the study, data were obtained from nine principals, 32 HODs and 62 teachers, while 23 participants comprising school principals, HOD and teachers participated in the qualitative phase of the study. RESULTS : The findings revealed that Namibian principals and heads of departments use multiple strategies employed by the leadership to support their teachers’ professional development efforts. CONCLUSION : Namibian principals and heads of departments play a significant role in supporting teachers’ professional development and hence have established various strategies for improved subject knowledge and pedagogy. CONTRIBUTION : The study contributes to a body of knowledge on school leadership and teacher professional development by unveiling the current practices and relationships between school leaders and their teachers’ professional development in Namibia.
Exploring young students’ attitude towards coding and its relationship with STEM career interest
(Springer, 2024-06) Ogegbo, Ayodele Abosede; Aina, Adebunmi Yetunde
This paper presents findings of an investigation on students’ attitudes towards coding and its relationship with interest in STEM-related careers. A concurrent mixed-method research design involving a pre-intervention-intervention-post-intervention non-equivalent control group was adopted. A sample of 50 grade seven to nine South African students (21 male and 29 female) from Township schools in Johannesburg, South Africa, participated. Quantitative data was gathered using the elementary students’ coding attitude survey and STEM Career Interest survey, while qualitative data was collected through a focus group interview. Interview data was analysed using content analysis, and quantitative data was analysed using multiple correlation analysis and standardized regression coefficients (β). It was found that students’ attitude towards coding was generally positive. A number of correlations between students’ attitude and their STEM career interests were significant at p < .05. Results also revealed that students’ attitudes in terms of coding confidence, coding interest, the social value of coding and perceptions of coders were found to be significant predictors of their interest in a STEM occupation. Based on this, it is argued that encouraging a positive attitude toward coding in students and increasing their self-efficacy can reinforce STEM learning and increase students’ interest in STEM occupations.
Towards global learning in post-Apartheid South Africa
(South African Association for Language Teaching, 1996-04) Smit, Brigitte
In 1994, South Africa has witnessed the collapse of Apartheid, which proves that socio and political changes and shifts can occur peacefully when a critical number of people come to realize that old ways of doing things must give way to the new. South Africa stands at the verge of a new era in education and is presented with a unique opportunity to start anew - to do things differently. In the emerging paradigm the nature of education that is constructed, and its style of operation, must reflect the democratic values being shaped in society (ANC, 1994 ). Here is a call for a new education system that aims at providing equitable distribution in education, facilitating the growth of democracy, and developing the human resources needed for a competitive, high-growth economy.
Empowering rural parents to effectively contribute to their children’s education
(Education Association of South Africa, 2024-08) Morowane, Sam Mokgapego; Marishane, Ramodikoe Nylon
The high level of inequality in South Africa has widened the gap between rural and urban schools, and the performance of rural schools has been continuously declining compared to urban schools. Poor performance in rural schools is perpetuated by parents being absent from their children’s education because the socio-economic conditions and their educational background do not allow them to commit their time and energy towards education. Learners are left on their own to decide their future. The disparity between rural and urban schooling was further exposed by the COVID-19 pandemic. As schools were closed during lockdown, teaching and learning was suspended in rural schools, however, in urban schools teaching and learning continued through online platforms. The lockdowns gave parents an opportunity to teach, advocate, and create conducive spaces to help their children focus on learning. During lockdowns, parents were expected to act as teachers in their homes to educate their children, and therefore, school closure presented opportunities for parents to actively participate in their children’s education. However, their socio-economic conditions and poor educational backgrounds continue to threaten effective parental engagement, posing a threat to the academic success of rural learners. Despite attempts by the government to introduce school governing bodies in schools as a structure to integrate schools and parents, the problem of little parental engagement remains unresolved. The purpose with this study was to empower parents in rural areas to effectively participate in their children’s education.
Basic education sector service delivery : challenges faced by managers and practitioners in Botswana
(Noyam Publishers, 2023-03) Koboyatau, Annah; Mthiyane, Siphiwe
The purpose of this study was to explore the conceptualisation, practices and experiences of Education managers and practitioners regarding service delivery in the Botswana basic education sector. The study used a qualitative multiple case study, which employed social constructivism to investigate the quality-of-service delivery in the basic education sector in Botswana. Thematic analysis was used to analyse data generated through semi-structured interviews, document reviews and questionnaires. The findings of the study show that all 23 participants did not efficiently and effectively deliver services to customers. It was revealed that this was due to a top-down approach, inadequate resources, insufficient support during training and non-compliance to the implementation of service delivery policy reforms. The contribution of this study comes from the use of Public Service Dominant Theory (PSDT) and Expectancy theory in the basic education sector. This theoretical framework shifts the paradigm towards new ways of looking at things.The findings of the study call for policymakers and policy implementers to be equipped with skills and competencies, so that they would be able to understand their expectations and/or the different roles they play in policy implementation and compliance. The study found that there was a gap between policy and practice and this gap can be closed by policymakers fully interacting with policy implementers in the formulation of policy reforms aimed at improving service delivery. More research is required to identify efficient and effective ways of implementing and complying with service delivery policy reforms.
Leadership competencies for teacher professional development : perspectives of Namibian principals, heads of departments and teachers
(University of the Free State, 2023-06-30) So-Oabeb, Josef Haitale Shingoya; Du Plessis, A. (Andre)
Using a blend of functional, distributed, and instructional leadership theories as a theoretical lens, this article presents the perspectives of Namibian principals, heads of departments (HODs) and teachers on the various leadership competencies that are required in their role of enabling school leaders to support their teachers’ professional development. The study was approached from a pragmatist perspective employing a mixed-methods methodology. The sequential explanatory design employed combined quantitative and qualitative data obtained from school principals, HODs and teachers. Analysis entailed the generation of descriptive statistics using SPSS and open coding of qualitative data to generate themes. It was found that school leaders require multiple competencies, such as accountability, effective communication, good interpersonal relations, subject-matter competencies, administrative competencies, digital competencies and listening skills to be able to support their teachers’ professional development efforts. This study provides insights into how school leadership competencies enable principals’ and HODs to support teacher professional development within a Namibian context. The study also provides a new knowledge base for Namibian policy makers, political office bearers and administrators to avail human and financial resources to capacitate school leaders with muchneeded competencies to be able support teachers’ professional development through training.
Factors that influence public school principals’ professional discretion : perspectives of South African public-school principals
(University of the Free State, 2023-06-30) Beyers, René; Du Plessis, A. (Andre)
Through the lens of the contextual intelligence theory, this article utilises previous empirical research studies as a base to support the application of professional discretion practices of public-school principals. The study focused in particular on the factors that influence or limit their use of professional discretion in their daily tasks. A mixed-methods study was conducted in which quantitative survey data were used to inform the questions that were asked to participants during semi-structured interviews. The findings suggest that public-school principals are susceptible to both internal and external factors that could limit or influence the application of their professional discretion. Even though public-school principals within a particular school district operate under the same set of policies, it is evident that some principals are more inclined to apply professional discretion than others.
Auditing public schools’ financial records : a study of financial management from the eyes of relevant stakeholders
(University of the Free State, 2023-12-13) Sebidi, Simon Diatleng; Aina, Adebunmi Yetunde; Kgwete, Ephraim Matala
The demand for proper financial management in schools is dictated by the South African Schools Act 84 of 1996, Section 43(1) (RSA, 1996), according to which public schools must retain a suitably qualified accountant registered in terms of the Public Accountants and Auditors Act, 1991 (RSA, 1991), to audit the school’s financial records and statements. This study is aimed at understanding the experiences of school financial management stakeholders on auditing of public schools’ financial records. This study investigated the schools’ financial management stakeholders’ experiences of the auditing of public schools’ financial records. A qualitative approach was applied in the study. Semi-structured interviews were used to collect data from three purposefully selected secondary schools in which principals, chairpersons of the finance committees and finance officers were involved. A multiple-case study design was applied. Thematic data analysis was used to analyse the collected data. All the participants demonstrated limited knowledge and understanding of the processes and procedures of auditing financial records, including an inability to interpret the audited financial reports. However, the participants revealed the benefits of audited financial reports, such as trust from parents in how school finances are managed. Furthermore, the study revealed that audited financial reports may benefit schools to seek and apply for additional funding from businesses and other organisations. The study implies that schools may have difficulty in securing more funding from private organisations if their financial records are not appropriately audited. Hence, the study recommends that the Department of Education should offer sufficient support and training to school financial management stakeholders about auditing processes and procedures as well as financial auditing report interpretation.
Primary school principals’ experiences of the implementation of educational policy change
(Education Association of South Africa, 2024-05) Tshabalala, Goodness Xolile; Nthontho, Maitumeleng Albertina
In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With the study we aimed to provide a deeper understanding of the challenges, facilitators, and complexities encountered by school principals when navigating the implementation of educational policy change within their respective schools. Data were gathered using a qualitative research approach through in-depth interviews with purposively sampled primary school principals selected based on their direct involvement in the implementation of educational policy changes after which the data were thematically analysed. The findings of this study shed light on the multi-faceted nature of policy implementation within primary schools highlighting the pivotal role of school principals as key actors in the process. Additionally, we discovered a range of challenges faced by school principals including their missing voice in the development of educational policies, resource constraints, conflicting stakeholder interests, a lack of support and training, and resistance to change. Nevertheless, the study offers valuable insights into ways in which policy implementation unfolds within the unique context of primary schools. It further suggests a practical policy implementation model for policymakers, educational leaders, and practitioners, offering guidance on how to navigate the complexities of implementing educational policy changes effectively. Ultimately, this study contributes to the broader discourse on educational policy implementation and advances our understanding of the experiences of primary school principals as they navigate the dynamic landscape of policy change within their educational setting.
Learner behaviour management in culturally diverse classrooms
(University of Venda, 2022-02) Serakwane, Jane Mathukhwane; Herman, Chaya
This article explores learner behaviour management practices of teachers in culturally diverse classrooms in a South African high school. The theoretical underpinnings of culturally responsive classroom management are used to describe and interpret the practices of teachers. The data for this qualitative study was collected through semi-structured interviews, analysis of pertinent documents, observation of ten culturally diverse teachers who teach the same class of culturally diverse learners, as well as other key stakeholders. The findings reveal that learner behaviour management practices of the teachers are not culturally responsive. This is the result of factors such as lack of recognition of their own ethnocentrism and biases (as demonstrated by their unrealistic expectations, pessimistic attitudes and stereotyping perceptions); ignorance of learners’ cultural backgrounds (as demonstrated by their denial and minimisation of the importance of understanding learners’ cultural backgrounds, which leads to misinterpretation of the behaviour of culturally different learners); lack of commitment to building caring classroom communities; and lack of ability to apply culturally responsive classroom management strategies. The implication of these findings is that teacher education programmes need to prioritise teacher development on intercultural issues and the acquisition of intercultural competencies.

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