• Principals’ perspectives on the connection between context and student learning in Cameroonian Presbyterian schools 

  Mokoko, Grace Emade; Marishane, Ramodikoe Nylon (Routledge, 2024)

  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 ...
• The influence of circuit managers on learner performance in a thriving rural district 

  Mthembu, Pinkie; Blose, Sibonelo; Mkhize, Bongani Nhlanhla (University of Venda, 2024-12)

  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 ...
• Assessing the effectiveness of the Covid-19 pandemic on the Nigerian educational system : benefits and drawbacks of E-learning 

  Ogunbayo, Shakirat Bola; Mhlanga, Nontuthuzelo (University of Venda, 2024-09)

  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 ...
• The induction process of novice teachers in primary schools : experiences of school management teams 

  Mkhabele, Thelma Sasavona; Kgwete, Ephraim Matala; Sing, Nevensha (University of the Free State, 2024-12)

  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 ...
• School principals’ leadership development : lessons from the ACE school leadership programme on leading during the COVID-19 pandemic 

  Kgwete, Ephraim Matala (Education Association of South Africa, 2025-02)

  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 ...
• Wrestling with complexities of rural school contexts : learning from Deputy principals’ leadership experiences 

  Blose, Sibonelo; Mbatha, Ayanda (Sage, 2025)

  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 ...
• Religion in South African education : a divisive or unifying force? 

  Nthontho, Maitumeleng Albertina (Taylor and Francis, 2024)

  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. ...
• Examining customer intentions to purchase intelligent robotic products and services in Taiwan using the theory of planned behaviour 

  Tai, Yu‑Hung; Nwachukwu, Precious Toby T.; LePage, Ben A.; Fang, Wei‑Ta (BMC, 2024-06)

  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 ...
• The role of deputy principals : perspectives of South African primary school principals and their deputies 

  Jansen, Christa; Du Plessis, Andre F. (Sage, 2023-01)

  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 ...
• Non-educator stakeholders and public-school principals' views on the proposed amendments to the South African Schools Act 84 of 1996 

  Kruger, Johan; Beckmann, Johan L.; Du Plessis, Andre (North-West Unversity, 2024-01)

  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 ...
• Strategies that leadership employ to support teacher professional development in Namibia 

  So-Oabeb, Josef Haitale Shingoya; Du Plessis, Andre F.; Masenge, Andries (AOSIS, 2024-03)

  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 ...
• Exploring young students’ attitude towards coding and its relationship with STEM career interest 

  Ogegbo, Ayodele Abosede; Aina, Adebunmi Yetunde (Springer, 2024-06)

  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-in ...
• Towards global learning in post-Apartheid South Africa 

  Smit, Brigitte (South African Association for Language Teaching, 1996-04)

  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 ...
• Empowering rural parents to effectively contribute to their children’s education 

  Morowane, Sam Mokgapego; Marishane, Ramodikoe Nylon (Education Association of South Africa, 2024-08)

  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 ...
• Basic education sector service delivery : challenges faced by managers and practitioners in Botswana 

  Koboyatau, Annah; Mthiyane, Siphiwe (Noyam Publishers, 2023-03)

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

  So-Oabeb, Josef Haitale Shingoya; Du Plessis, A. (Andre) (University of the Free State, 2023-06-30)

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

  Beyers, René; Du Plessis, A. (Andre) (University of the Free State, 2023-06-30)

  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. ...
• Auditing public schools’ financial records : a study of financial management from the eyes of relevant stakeholders 

  Sebidi, Simon Diatleng; Aina, Adebunmi Yetunde; Kgwete, Ephraim Matala (University of the Free State, 2023-12-13)

  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 ...
• Primary school principals’ experiences of the implementation of educational policy change 

  Tshabalala, Goodness Xolile; Nthontho, Maitumeleng Albertina (Education Association of South Africa, 2024-05)

  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 ...
• Learner behaviour management in culturally diverse classrooms 

  Serakwane, Jane Mathukhwane; Herman, Chaya (University of Venda, 2022-02)

  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 ...

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