Education Studies

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A case study exploring professional learning of isiZulu First Additional Language teachers in Quintile five schools.
(2024) Madondo, Jabulile Thandazile Sweetbirth.; Bertram, Carol Anne.
IsiZulu is one of the most widely spoken languages in South Africa, particularly in KwaZulu-Natal. All South African learners must learn two of the official languages. In many Quintile five schools, learners study an African language as a first additional language. For example, it will be isiZulu in KwaZulu-Natal and isiXhosa in the Eastern Cape. This study explored the professional development of isiZulu first additional language teachers in Quintile five schools. The study also examined these teachers' experiences and how they support their students’ facing challenges with isiZulu. The participants were six teachers selected from various schools in the Northdale area of Pietermaritzburg, KwaZulu-Natal. Each participant had been a teacher for ten years or more and worked in Quintile five schools. The research methodology employed in the study was qualitative. Semi-structured interviews and focus group interviews were used to collect the data. Data were analysed using themes. The data were examined using Opfer and Pedder's (2011) complexity theory. This study identified four key themes. The first theme was a lack of training. Teachers argued that they didn’t have any university training. Secondly, learners lacked foundational knowledge gained from primary school and a lack of learner interest. The study also found that the shortage of appropriate teaching materials plays a massive role in teacher learning. Finally, the lack of support from school management teams and the Department of Education affects teacher learning in many ways. In light of these findings, this study produced guidelines and recommendations that address the difficulties encountered by first additional language isiZulu teachers and how they can advance their careers in Quintile five schools.
A decolonial feminist investigation of gender representation in IsiZulu literature in the further education and training phase.
(2023) Cele, Nomonde.; Sader, Saajidha Bibi.
Literature is considered an essential educational resource in South Africa to edify teaching and learning. Learners can also learn about society's ideals through literary works. The paucity of knowledge on the kinds of texts that are recommended and the underlying ideologies that these teach learners is noteworthy. It is important because little is known about the kinds of recommended texts and the underlying beliefs that these teach learners. From this perspective, it is important to determine if gender representation in literature promotes gender equality. Therefore, this study aims to understand how gender is represented in isiZulu literature prescribed to educators and learners in the Further Education and Training (FET) phase in South Africa. This qualitative study is located in the decolonial paradigm and engages the tenets of feminist critical discourse analysis as its primary analytical framework. A purposive sample of two setwork isiZulu literature was selected to investigate the phenomenon of gender representation. The results revealed that the selected texts perpetuate negative stereotypes of both men and women. The investigation found that patriarchy, heterosexuality, socialization, and cultural manifestations of society that often picture women negatively all play significant roles in how characters are portrayed in isiZulu literature. The literary works depict scenarios in which men dominate and control women under the pretext of heterosexuality, normalised gender relations, and cultural customs. The results show that representations in the literary works are gender-biased and gender-insensitive. A critical approach to the selection of literature is required as it is concerning that these representations are being taught to learners in schools. Key stakeholders in the education department have a lot of work ahead of them to ensure that South African isiZulu-prescribed literature incorporates gender inclusion.
A feminist analysis of Black lesbian students’ academic and social experiences at a technical and vocational education and training institution in KwaZulu-Natal Province, South Africa = Uhlaziyo lwenjulalwazi yemvunamanina yamava abafundi abathandana nobulili obufana nobabo ezikhungeni zemfundo ephakeme nezokufundela umsebenzi KwaZulu-Natali, eNingizimu Afrika.
(2023) Siwela, Sanele.; Sader, Saajidha Bibi.
There is scant research regarding the experiences of Black lesbian students in relation to their access to tertiary education, their success at higher education institutions and their experiences with their lecturers and co-students, especially within the environment of Technical and Vocational Education and Training (TVET) colleges. The lack of empirical research on the academic and social experiences of Black lesbian students has left a gap in the understanding of how their social identities intersect to influence their post-school education and training experiences. To address this gap in knowledge, I investigated the academic and social experiences of six Black lesbian students at a TVET college in Pietermaritzburg, KwaZulu-Natal Province, South Africa. This dissertation adopted an eclectic theoretic approach, using the African decolonial perspective of Oyeronke Oyèwùmí as well as the work of decolonial feminist theorist, Maria Lugones. I also drew on key concepts from Black feminist thinkers Patricia Hill-Collins and bell hooks – in particular, their concept of intersectionality. I used these frameworks to argue against the ongoing influences of past colonialism and apartheid that tend to permeate the institutional culture of TVET colleges in South Africa. This feminist research study adopted a qualitative methodology and used visual narrative inquiry. Data was collected using semi-structured interviews, photo voice, reflective journaling and focus groups. Poetry was used as a data-generating reflective tool. Data analysis combined both visual narrative analysis and analysis of the narratives. Findings revealed institutional heterosexism and a lack of educational access for black lesbian students at this TVET college which impeded their educational participation and success, resulting in failure, absenteeism and dropout. Educational access is understood in this thesis as a multifaceted phenomenon that includes administrative, financial, physical, social, career guidance and epistemic aspects. Enablers to learning at the college included individual strategies (using their own agency) as well as strategies that the college could initiate. This included stronger support from lecturers to contribute to lesbian students’ participation in class and their academic success. Meeting other lesbians who were open about their sexual identities was also another enabler to learning, as it provided these students with a sense of belonging. Financial enablers to be able to attend a college and study were present in the form of the NSFAS grant, which covered their study costs and also enabled them to provide support to their families. Whilst there has been significant evolution in the TVET sector in terms of administrative access and funding for students, the provision of psychological support for minority students is still lacking. This study recommends that the Department of Higher Education develop ongoing psychological support interventions to address the negative psychological impacts LGBTQ+ students experience within the tertiary environment, inclusive curriculum and institutional policies. New college buildings should always include 3-5 individual toilets to provide an alternative for individuals who feel uncomfortable entering the main toilet blocks. Iqoqa. Kunocwaningo olungenele mayelana nezimpilo zabaFundi abaMnyama abathanda nobobulili obufana nobabo mayelana nokungena kwabo ezikhungweni zemfundo ephakeme, ukuphumulela kwabo ezikhungweni zemfundo ephakeme kanye nezimpilo zabo kanye babafundisi babo basezikhungweni eziphakeme Kanye namava abo nabafundisi nabanye abafundi abafunda nabo, ikakhulukazi phakathi ezimweni zasemaKolishi okufundela imfundo yamakhono kanye nokuqeqeshelwa imisebenzi (TVET). Ukwesweleka kocwaningo olubambekayo ngempilo yokufunda kanye nenhlalo yabafundi abaMnyama abathandana nobulili obufana nobabo sekushiye igebe ekuqondakaleni kokuthi kuhlangana kanjani ububona benhlalo ekubeni nomthelela emfundweni engale kwamabanga aphezulu kanye nempilo yalapho abaqeqeshwa khona. Ukubhekana naleli gebe olwazini, ngiphenye impilo kwezemfundo kanye nenhlalo yabafundi abayisithupha abaMnyama abathandana nobulili obufana nobabo ekolishi lase-TVET eMgungundlovu, esiFundazweni saKwaZulu-Natali, eNingizimu Afrika. Lolu cwaningombhalo lulandele indlelakwenza yenjulalwazi ehlanganisa konke, ngokusebenzisa indlelakubuka ephikisana nokuqonela yase-Afrika ka-Oyeronke Oyèwùmí kanye nomsebenzi kaNonjulalwazi wenjulalwazi yokuqonelwa ngokweMvunamanina, uMaria Lugones.Ngibuye ngacaphuna imiqondomsuka esemqoka yezincithabuchopho zabaMnyama ezingoNonjulalwazi oPatricia Hill-Collins kanye noBell Hooks – uma ngikhetha, ukuqonda kwabo inhlanganisela yengxenye yempilo. Ngisebenzise lezi zinhlaka ukuqakulisa ngokuphikisana nemithelela eqhubekayo yobuqonela obedlule kanye nesikhathi sobandlululo okubonakala kuvela esikweni lwezikhungo zamakolishi angama-TVET eNingizimu Afrka. Lolu cwaningo ngempilo yabesifazane lulandele indlela yocwaningo yobunjalobotho futhi lusebenzise uphenyo lwezingxoxo ezinezibonakaliso. Imininingo yaqoqwa kusetshenziswa izingxoxo ezisakuhleleka, izwi eliqoshiwe, amajenali okuqophela ukubuyekezwa kokuqoshiwe kanye namaqoqo azocwaningwa. Ubunkondlo basetshenziswa njengensizakusebenza yokuqoqa imininingo. Ukuhlaziywa kwemininingo kuhlanganise kokubili izingxoxo ezinezibonakaliso kanye nokuhlaziya izingxoxo. Imiphumela yaveza ubulili obamukelekile besikhungo kanye nokungangeneki kwezemfundo kubafundi abamnyama abathandana nobulili obufana nobabo kuleli kolishi lase-TVET nokuphazamise ukuzibandakanya kwabo ekufundeni kanye nempumelelo, okuholela ekwahlulekeni ezifundweni, ukungayi esikoleni kanye nokuyeka phakathi nendawo. Ukungenelela kwezemfundo kuqondakala kulo mqingo njengesimo esiyizinhlaka ezahlukehlukene okubalwa kuso ukwaqwashiseka ngokwamukeleka ngokubhalisa, ezezimali, imizimba yabo, ezenhlalo, imikhakha yemisebenzi kanye nezinhlaka zolwazi. Okuvumela ukufunda ekolishi kubalwa kukho amasu omuntu ngamunye (esebenzisa imigudu yakhe) kanye namasu amakolishi angawasebenzisa. Lokhu kubalwa njengokwelekelelwa okuqinile kwabafundisi basezikhungweni eziphezulu okuba nomthelela ekuzibandakanyeni kwabafundi abathandana nobulili obufana nobabo eklasini kanye nasempumelelweni yabo ekufundeni kwabo. iii Ukuhlangana nabanye bobulili obuguquliwe abavulelekile ngobubona bobulili babo kwaba okunye okuvumela ukufunda, njengoba kwakunikeza laba bafundi umuzwa wokwamukeleka. Ukuvunyelwa ngezezimali ukukwazi ukuthi bangene ekolishi futhi bafunde kwakukhona ngendlela yesibonelelo sezimali zika-NSFAS, okwakubhekelela izindleko zokufunda kwabo kanye nokubhekelela izidingo zemindeni yabo. Yize sekukhona ukuthuthuka okukhulu emkhakheni wase-TVET mayelana nokungena ngokubhalisa kanye nokwelekelwa ngezimali kwabafundi, ukunakekelwa ngosizo lokwezengqondo kubafundi abaphuma emiphakathini emincane kusasweleka. Lolu cwaningo luphakamisa ukuthi uMnyango wezeMfundo ePhakeme uqalise ukungenelela ngosizo lozwelululekwa ngokwezengqondo ukubhekana nomthelela ongemuhle ngokwezengqondo ngempilo yabafundi aba-LGBTQ+ endaweni yesikhungo esiphakeme, okubalwa kukho nokuqukethwe kokufunda kanye nemigomo yesikhungo. Izakhiwo ezintsha zekolishi kumele zifake kuzo izindlu zangasese ezizimele ezi-3-5 ukunikezela ukuzikhethela kwabanye abangazizwa bekhululekile ukungena ezindlini zangasese ezikhona.
An exploration of how indigenous games can be introduced to the physical education curriculum in the foundation phase through a decolonial lens.
(2023) Madonda, Nompumelelo Pricilla.; Ramrathan, Prevanand.
The study explores how indigenous games can be introduced to the Physical Education (PE) curriculum in the foundation phase (FP) through a decolonial lens. The study adds to the growing body of research on decolonising Western curricula. The researcher was motivated by the negative effects of colonisation in education, namely; the lack of indigenous games in the current PE curriculum. The pedagogy of the study has been designed through a Western approach. The lack of indigenous games in the curriculum has led to inadequate learning and teaching of the subject. The study was conducted at Inanda in the Pinetown District, a rural area in KwaZulu-Natal province in South Africa. A variety of indigenous games that can be integrated into the teaching of PE were identified and explored. Conceptual frameworks of decolonial theory focusing on the Indigenous Knowledge System, and Ubuntu were used in this study. Participatory Action Research (PAR) design was employed. Qualitative data were generated from a purposefully selected sample comprising six FP teachers. The following research instruments were used in the study: talking circles, collages, and observations. The findings revealed that indigenous games can be used to reignite the love of PE in FP schooling. Indigenous games not only combined mental and physical well-being but also taught practical abilities. The study implies that PE can be understood through the indigenous knowledge system (IKS) of teachers. Through the study, it was recommended that indigenous games should be integrated into the teaching of PE and the school should also promote the integration of Western knowledge with indigenous knowledge (IK). Indigenous knowledge systems include games as a fundamental element. Indigenous games are cultural resources or tools that are part of IKS, which are particular to each community or culture. The study recommends that the incorporation of IKS and Western knowledge can be crucial to the delivery of PE during the foundation period of schooling. The study suggested IK approach encourages teachers to use indigenous epistemologies and incorporate informal knowledge that learners bring from their homes and communities into the classroom. The study sought to make a beneficial contribution to the teaching and learning of PE in the FP from a decolonial standpoint.
An exploration of the learners’ views on the efficacy of information communication technology in improving work performance : The case of KwaZulu-Natal Department of Health employees registered at a community learning centre in Durban.
(2024) Malinga, Charlotte Lungiswa.; Harley, Anne.; Mbatha, Lulama Nothando.
This study is situated in the context of adult education in KwaZulu-Natal, South Africa, and is framed within the national policies of the Skills Development Act No. 31 of 2008 and the Human Resource Development Strategy of South Africa 2010-2030. These policies underscore the importance of providing continuous skills development and education opportunities for adults in the labour market, particularly emphasizing the need for basic education and training. The research focuses on evaluating the views of adult learners from the Department of Health in KwaZulu-Natal regarding the efficacy of the Information and Communication Technology Adult Basic Education and Training (INCT4) programme at a local Community Learning Centre. It examines how this programme impacts their work performance and personal lives. The study employs a qualitative research design within an interpretivist paradigm. Data was gathered through semi-structured interviews with employees who had participated in the INCT4 program. This methodological approach was aimed at understanding the learners' perspectives on the skills they acquired and their application in both professional and personal contexts. The findings indicate that learners value the skills gained from the INCT4 programme highly, noting improvements in their work performance and personal life management. These skills enhanced their confidence and self-esteem, enabling them to undertake new tasks and engage more effectively in their professional roles. While the application of these skills varied across different job roles, all learners noted personal benefits, such as increased ability to use digital platforms independently. The study underscores the significance of adult education as a form of lifelong and life-wide learning. It highlights the role of self-directed learning in adult education, drawing on Knowles's theory of andragogy and Maslow's hierarchy of needs. The research contributes to the understanding of how adult education can facilitate individual and societal development and underscores the need for adult education programmes to be relevant and responsive to learners' needs. The study concludes with a call for further research into the involvement of adult learners in the planning and evaluation of educational programs and the effectiveness of various learning areas in Community Learning Centers (CLCs).
An investigation of Grade 11 teachers’ experiences of teaching English First Additional Language (EFAL) literature: a decolonial perspective.
(2024) Shazi, Xolile Duchess.; Sader, Saajidha Bibi.
This study explored the teaching experiences of six English First Additional Language (EFAL) teachers teaching literature to Grade 11 learners at two semi-rural schools in KwaZulu-Natal, South Africa. A decolonial conceptual framework was used as the lens to understand participants’ experiences. A qualitative research approach guided by the transformative paradigm as well as a narrative enquiry research methodology were used. Data was generated using individual interviews, focus group interviews and classroom observations. Content analysis was used to generate themes. The study discovered that although the Department of Basic Education (DBE) in South Africa has identified decolonisation of the curriculum as a major goal, study participants said they have never heard about it in their capacity as educators. There is no decolonisation of the curriculum training available to teachers. The study also discovered that teacher education in South African universities needs to increase both the pedagogical and subject expertise of instructors in EFAL literature. Participants also mentioned that apartheid was a major focus in the English First Additional Language (EFAL) literature curriculum. The study discovered that by not teaching African learners about indigenous knowledge, African learners are differentiated. Additionally, the best ways, according to the teachers, to teach EFAL literature are through expressive pedagogical approaches. The contextual elements that offered a persistent impediment to understanding EFAL literature included overcrowding. The results of this study will assist in raising curriculum developers' understanding of the importance of EFAL literature in achieving a decolonised literature.
An investigation of teachers' experiences of screening, identification, assessment, and support of learners with learning barriers in a mainstream school.
(2023) Mhlongo, Margaret Nombulelo.; Sader, Saajidha Bibi.
Inclusive education has become a global concern (Walton & Engelbrecht, 2022). This study sought to investigate teachers’ experiences of the implementation of the Policy on Screening, Identification, Assessment and Support within a mainstream schooling context. The study was a qualitative study located within the interpretive paradigm. The data to respond to the key research questions of the study was generated through in-depth semi-structured interviews, focus group interviews as well as document analysis. The participants for the study were purposely selected from three primary schools in the Circuit of Mahlabathini, Zululand District, KwaZulu Natal Province. The participants were from the schools which were implementing the Policy on SIAS. All the participants had a minimum of six years in the field of education. The findings of the study revealed that the teachers had a good understanding of inclusive education, as contained in Education White Paper 6 and the Policy on Screening, Identification, Assessment and Support. The teachers reported a range of challenges they experienced in the implementation of the Policy on Screening, Identification, Assessment and Support. However, findings revealed that the teachers used their agency to navigate challenges to ensure that their learners who were experiencing barriers to learning were supported. The findings point to the fact that the effective implementation of the Policy on Screening, Identification, Assessment and Support is at the core of the efforts of the basic education sector to build an inclusive education and training system. From a social rights perspective, this presents a mechanism for redressing past imbalances, enfranchising the disenfranchised and ensuring equitable access to education for all.
Co-constructors of policy-shaping in Mauritius: ICTE policies.
(2023) Ramtohul, Premlata Kooshmi.; Samuel, Michael Anthony.; Mohabeer, Tejwant Chana.
This thesis builds on my ongoing experience in the field of ICT within education. Since the 1980s, the global interest in expanding the use of ICT devices to activate pedagogy in schooling has produced mixed reactions. The voices of support or challenge have emerged from within and outside schooling. These voices include the views of the governmental officials, the industrialists in the private and public sector and parents of school-going children. The study explores the co-involvement of a range of stakeholders influencing policy-shaping against the backdrop of postcolonial theory and appropriate postmodern and post-structuralist thinking. The particular case study of the small island Mauritius context forms the location of this study. This study explicates the rarely acknowledged colonial entanglements of the multiple consistencies and contradictions of the varied voices. It exposes the contingent and polyglot perspectives and processes of the shaping of the policy for ICT in education. Drawing on a foundation of the specific official educational policies, this study produced data through semi-structured narrative interviews of a range of shapers of policies, probing their responses to their involvement, reaction and/or implementation of the planned goals in practice. A grounded, inductive approach to qualitative analysis and a cross-case analysis yielded the emergence of five superordinate, yet fluid and overlapping typologies to depict the key construction shaping processes of ICT policy. The typologies were labelled Negotiators, Influencers, Legitimisers, Enactors and the self-proclaimed Excluded voices of the policy-shaping processes. The initial theoretical framework presented at the opening section of the thesis was used to further abstract deeper levels of analysis of the study’s findings. The emergent analysis provides a critique of the continuing impact of colonial and neoliberal educational policies on SIDS contexts. The implicit powers of the industrial agents collude with the official governmental systems. More powerful political interests related to the need to develop support from local populations as part of electioneering campaigns dominate the official space. The pedagogical foci underpinning ICT introduction are relatively sidelined during the introduction of ICTE efforts. What constitutes even the official policy becomes contestable. Paradoxically, those who initially appear disempowered in the policymaking process, like parents and teachers, exert powerful shaping forces over the ICT enacted space in education contexts. Policy emerges as a contested complication conversation. The thesis highlights the confluence of perpetual colonialism, political rhetoric versus pedagogical reasoning and the paradoxes of power. The thesis expands the framing of the ICT environment as infused simultaneously with a complicity, vulnerability and invisibility of the stakeholders. These characteristics are also not stable or consistent within particular stakeholder groups or individuals who speak a polyglot discourse of policy-shaping. The spaces are characterised by a tacit discourse of electioneering timeframes, a deliberate choice for ignoring and silencing of the rationale and concrete research evidence and logic. The policy-shaping space is dominated by illusory information and under-scrutinised global discourses. The effect is to sustain ICT globalisation and intensive marketing propaganda where international benchmarks are prioritised over local relevance. In such a space, post-truth policymaking emerges as a new construct. This thesis recommends that any potential to improve policymaking processes lies not only in the hands of policymakers but the population in general, as it has been found that everyone is a policy-shaper. Therefore, everyone needs to be critical about what is proposed or borrowed from the international community, including from their subtle spokespersons as depicted by the influences of the industry shapers. The thesis recommends foregrounding pedagogical and educational logic rationales and sensitivity to contextual schooling contexts when developing policies. To be able to do so, experts and bureaucrats would need to draw clear boundaries between electioneering agenda and education policies. Enhancing synergy between policymaking and the research space has the potential to protect policy from the dominant international discourse. The public, in general, must also be made more aware of dis/misinformation and be critical of political and industry rhetoric.
Complexities of leading the schools in the context of COVID-19 breakout : perspectives from school management team members in East Griqualand Circuit.
(2023) Nenga, Queerida Sindiswa.; Bhengu, Thamsanqa Thulani.
The education environment in South Africa is fraught with diverse layers of complexity. The aim of this study was to investigate the complexities that School Management Team members in three primary schools in East Griqualand Circuit in the Harry Gwala District dealt with as they led schools in the context of the COVID-19 outbreak, and also to understand how they lead during times of crisis. Given the close interaction of huge numbers of people, schools were declared as high-risk places in terms of transmission. To stop the virus from spreading, the Department of Basic Education instituted severe measures. These measures were presented in the form of new policies and regulations. So, the Department of Basic Education gave some of the responsibilities of enforcing these policies and regulations to the School Management Team members. Enforcing government mandated COVID-19 regulations presented the SMT members with new challenges and complexities, over and above their regular duties. Many insurmountable problems and challenges were encountered in terms of actual situations in schools. This study was located within a qualitative research design and used semi-structured interviews in the production of data. Interviews conducted lasted between 30-60 minutes each and included probing questions which assisted to elicit further information. I conducted interviews with nine SMT members, comprising of principals, deputy principals and departmental heads. Prior to analysis, interviews were recorded and transcribed. Themes were created when data from transcriptions was coded, analysed, and categorised. The replies to the open-ended interview questions were analysed using categorisation and inductive coding to establish themes. The study’s conclusions showed that it was difficult for SMT members to enforce some of the gazetted safety regulations, due to a series of factors their schools were faced with. There was also a lack of support from stakeholders like the Department of Basic Education and parents. And one of the lessons learnt is the importance of sharing and co-construction of solutions to problems.
Developing as subject specialists in a rural school: narratives of novice teachers.
(2023) Ngcobo, Nokuphila Thobeka.; Pillay, Daisy.; Pithouse-Morgan, Kathleen Jane.
his study explored the lived stories of two novice qualified teachers who taught in a rural school in KwaZulu-Natal, South Africa. The study's primary purpose was to understand what factors influenced their lived experiences as developing subject specialists. Thus, the study did not intend to bring about change regarding the participants’ shared stories but rather gain insight into their lived experiences. I was prompted to conduct this study by my own early experiences when I first entered a rural classroom as a novice teacher and my personal motivation to develop as a subject and classroom specialist in the first three years of teaching. The study adopted a qualitative interpretivist approach, allowing the participants to be as expressive as they wished in their storied narratives. The qualitative interpretivist approach enabled me to obtain rich information, which assisted me in gaining a deep understanding of the participants’ professional lives through their shared stories as newly employed teachers in a rural school. A qualitative approach, specifically narrative inquiry, elicited thick descriptions that embraced the participants’ subjectivity. Three data-generating methods were used: journal writing, drawings of rich pictures, and an open-ended telephonic interview. These three methods enabled the participants to share their memories and to reflect on their unique personal and professional journeys towards becoming subject specialists. My analysis of the lived stories suggests that novice teachers find it relatively easier to adapt to a rural school if they have been previously exposed to such a setting. However, novice teachers can experience a cultural shock when they have to immerse themselves in a rural setting if they have never experienced it before. I found that networking within and outside the school plays a vital role in the development and growth of novice teachers. Other findings include that an ineffective mentoring culture may cause frustration among newly qualified teachers, while a well-established networking system will support and sustain them. The overall implication is that the novice teachers in this study fully understand the demands on them as developing subject specialists; they do all they can to engage in continuous development by acquiring enhanced skills, knowledge, and values from both human and online resources. My analysis of the storied narratives taught me that these novice teachers are willing to learn more about their subjects, especially if they know that they lack some content knowledge even though they are fully qualified. They appreciate networking relationships with more experienced teachers, which also enhances their personal and professional development.
Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.
(2023) Khumalo, Sabelo Mlungisi.; Shoba, Makhosazana Edith.
It is essential to explore the dynamics of implementing the mainstream English curriculum at a school for the deaf. This assists teachers to reflect and critique their practices and experiences with the aim of improving their classroom actions. It also helps to raise awareness of the natural identity of both teachers and learners at the school, with the hope of meeting individual needs and ultimately, the teaching and learning goals. This qualitative study employed the pragmatic paradigm and action research design. Seven teachers purposively sampled participated in the study six teachers of English and the school principal. The study was guided by three research questions: 1) What are the dynamics of implementing the mainstream English curriculum at the school for the deaf in Eswatini? (descriptive); 2) How do the dynamics of the mainstream English curriculum influence its implementation in the school for the deaf? (Operational); and 3) why are the dynamics of implementing the mainstream English curriculum at the school for the deaf the way they are? (philosophical). Five data-generation instruments were used namely: documents review, reflective activity, video observation, semi-structured interviews and focus group discussions. The Natural Identity Framework guided this study leading to the generation of three categories: the top-down, bottom-up, and individual dynamics. Findings revealed that there is tension between the top-down (professional) and bottom-up (societal/school) dynamics, which affects curriculum implementation at the school. This begged for the recognition of individual dynamics which seek to understand the personal “who” questions. Such dynamics are neutral; and they harmonise the tension of the two giants by combining their strengths. The individual dynamics are realised after reflecting and critiquing current practices and experiences. Such help to meet individual needs and to improve practice. Consequently, the study recommends that teachers should always reflect and critique their practices in order to identify what works in their respective school contexts. As a contribution to the body of knowledge, this study proposes the innate dynamics implementation model which recognises the natural and inborn identity of both teachers and learners as the key driver of a successful curriculum implementation.
Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.
(2022) Mohammed, Awudu Salaam.; Hlalele, Dipane Joseph.
This study explored teachers’ understanding and enactment of Inclusion in Early Childhood Education (IECE) in Ghana. Inclusion theorises that, every child of school-going age must have access to quality education regardless of their cultural and socioeconomic dissimilarity. The keystone of the policy is to stimulate inclusion and lessen exclusions in the educational system. By utilising an interpretive qualitative multi-case study approach involving semi-structured interviews, observation, and photo-elicitation instruments, data from six study teachers was collected. The inductive thematic analysis method was used to interpret the data. Findings from the study revealed IECE was understood as the accommodation and merging of learners with disability with their mainstream peers in the same learning environment to reduce stigmatisation, segregation, and exclusionary practices. Disability was a major factor influencing Ghana’s IECE practices, more than equity issues, ability, and stage of child’s enrolment. Despite the progressive principles underpinning IECE, the enactment of the programmes is encountering challenges due to various debilitating factors such as the lack of educational resources, funding, inappropriate training programmes, and conservative cultural views towards children with disabilities. The study recommended that for a high level of IECE practice, the policy should be supported by effective and ongoing training, Government support by providing the required resources, clear policy guidelines, and employing teachers with knowledge and understanding IECE. For an IECE school to succeed, a culture mind shift must begin at the top, with a coherent understanding, shared vision throughout the entire staff, commitment, and best practices in teaching and learning throughout the whole school community. Teachers, policymakers, and other role-players in education should view IECE in the context of learners’ rights to education rather than focusing on disability problems associated with exclusion and segregation. The exploration concludes that, even though the enactment of IECE is fraught with impediments, it is a reasonable practice that should be enacted to achieve national objectives since IECE exposes children to information and skills which is vital for economic growth and confidence building. By meaningfully adopting IECE and enacting it successfully, the nation’s current and future human resource development, will be enhanced. building. By meaningfully adopting the IECE policy and enacting it successfully, the nation’s current and future human resource development, will be enhanced.
Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.
(2021) Magagula, Lindiwe Ncane.; Mnisi, Thoko Esther.
Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.
Enacting the literacy recovery curriculum in grade one: an action research study.
(2024) Ndengezi, Bonisiwe Cresencia.; Bertram, Carol Anne.
Grade One is a very important grade for each learner’s development in the education journey. This is a foundational grade that introduces learners to reading and writing and therefore provides the necessary grounding for the upcoming grades. There has been a reading challenge among learners in the school where I am a teacher, which was exacerbated by learning time losses during COVID-19. The Department of Education designed a literacy recovery curriculum as a recovery plan in South Africa for the learning and teaching time lost due to COVID-19. I observed that the Grade 1 learners struggled to recognise letters, build words and had little to no motivation to read during the implementation of the literacy recovery curriculum. The purpose of this action research study was to improve both my teaching practice and learners’ isiXhosa reading skills by systematically reflecting on my enactment of the literacy recovery curriculum in Grade 1. The action research study employed the Reading to Learn (RtL) pedagogy as an intervention strategy in Grade 1. It was situated within a pragmatic paradigm and adopted a mixed methods approach to view the phenomenon under study. There were 100 participants from the two Grade 1 classes in my school: 50 learners in each class, one class being the control class and the other being the experimental class, with myself as both a teacher and a researcher. The experimental class was my Grade 1 class, these learners received the RtL intervention strategy while the control class was the Grade 1B class which was taught by another teacher. They did not receive the RtL intervention strategy. I used three data generation methods, namely observation of my practice using video recordings, reflective journaling, and pre-and post-testing of learners’ reading competencies using the Early Grade Reading Assessment (EGRA) tool. A ‘critical friend’ observed my lessons and provided feedback on my practice. The EGRA tests show that the results of the RtL class improved slightly more than the results of the control class on the post-test. However, it cannot be claimed that this was only due to the RtL methodology. My teaching practice changed to support learners’ literacy development in a differentiated way. I created a more supportive and engaging learning environment for my learners and I noticed that the learners in my class gained confidence and more motivation for reading.
Experiences of adolescents transitioning into blended families from a selected high school in the Umlazi District.
(2024) Harisingh, Keiasha.; Mkhize-Mthiyane, Ncamisile Parscaline.
Research indicates that adolescents across the globe experience stressful life events such as their parents’ divorce, separation and other forms of family breakdown, which often results in them having to transition into blended families. For some adolescents, the transition process is often confusing and stressful and can affect their psychological, physical, mental, and socio-emotional health and educational achievements. The South African government and the Department of Basic Education have neglected to acknowledge or include provisions and support for blended families. This lack of inclusion is also experienced by teachers who are often ill-equipped and inexperienced to assist their learners who are transitioning into their new blended families. This study explored the experiences of adolescents transitioning into blended families and examined how they navigated their adjustment to their blended families. This study was underpinned by an interpretivist paradigm and theoretically framed by the McMaster Model of Family Functioning (MMFF). A qualitative case study design was applied, and semi-structured interviews and diaries were utilised to gather data from twelve participants at a selected high school in the Umlazi District in KwaZulu-Natal. Ethical principles, including voluntary participation, non-maleficence, beneficence and confidentiality, were ensured, and the data was analysed using thematic analysis. The findings revealed that how adolescents received their transition announcements influenced their receptiveness to their new blended families. It was also discovered that the blended families engaged in varied methods of conflict resolution and levels of family involvement that ranged from effective to ineffective in terms of their family functioning. The findings further revealed the types of support that adolescents received throughout their transition as well as their evaluation of their emotional stability and the effectiveness of their transition into their respective blended families. The study concludes that all adolescents who transition into blended families have unique experiences based on varied circumstances, and this indicates that support initiatives for these adolescents must be personalised and cater to their individual needs.
Exploring learners’ understanding of environmental issues: narratives of grade 7 learners in a rural uMgungundlovu district.
(2024) Gwala, Nokulunga Lorraine.; Martin, Melanie Yvette.
Water scarcity, pollution, deforestation, and poor infrastructure represent critical environmental challenges facing developed and developing nations worldwide. These issues are particularly pronounced in rural communities, where inequalities persist between urban and rural populations. In South Africa’s uMgungundlovu Education District, such challenges are exacerbated by socio-economic disparities. Despite limited resources for disseminating information, children in rural areas fundamentally understand environmental issues and their implications for human survival. This study adopts a qualitative narrative inquiry approach within the critical paradigm to explore children’s perceptions of environmental challenges in rural settings. Data collection involved semi-structured interviews, focus group discussions, and mapping exercises with eight purposively selected participants. Findings indicate that children possess a nuanced awareness of environmental issues, recognising the impact of deforestation and pollution on the natural ecosystem and human well-being. They also demonstrate an understanding of societal inequities, including marginalisation and exclusion experienced by rural communities. Key factors contributing to environmental degradation include the unsustainable use of natural resources, such as wood for fuel, and inadequate waste management practices. Moreover, poor infrastructure, particularly during rainy seasons, hinders access to essential services like education and healthcare. Power dynamics between political entities and private corporations further complicate addressing these challenges, often resulting in incomplete infrastructure projects. The study highlights and elevates the importance of collaborative efforts among schools, communities, government agencies, and external stakeholders to promote environmental awareness and advocate for environmental justice in rural areas. It emphasises children’s agency as active community participants, deserving recognition and respect for their perspectives and experiences. Ultimately, the findings highlight the need for sustained environmental campaigns and projects to foster conservation efforts and ensure equitable access to a conducive environment.
Exploring teacher identities and emotions in the teaching of organic chemistry in grade 12 technical sciences.
(2024) Fakude, Nomthandazo Nondumiso.; Naidoo, Jaqueline Theresa.
Organic chemistry is one of the topics taught in technical sciences, and the manner in which learners adapt to organic chemistry depends on teachers’ teaching approach. This study explored the identities and emotions of teachers teaching technical sciences in grade 12 classes in the Harry Gwala and Ugu Districts in KwaZulu-Natal, South Africa. Furthermore, this study examined how teachers’ identities and emotions influenced their teaching of organic chemistry. This study adopted Gu and Day's (2007) three dimensions of teacher identities as well as Hargreaves's (2001) emotional geographies of teaching as conceptual frameworks. This study was located within the interpretive paradigm and adopted a qualitative approach. The narratives were constructed from data generated through semi-structured interviews and collages. Five grade 12 technical sciences teachers participated in this study. The findings of this study reveal that teachers teaching technical sciences have diverse identities and mixed emotions when teaching organic chemistry. Data showed that the situated, professional, and personal dimensions of teacher identity overlapped and influenced each other. Teachers were found to have mixed emotions when teaching organic chemistry in technical science classes. Teacher emotions were influenced by the availability of resources, parental and school management team support, and teacher knowledge. This study also found that teacher emotions influenced the teaching of organic chemistry in technical sciences classes. When teachers have positive emotions about teaching organic chemistry, learners also feel eager and enthusiastic to learn and as a result, learners achieve good marks. Concurrently, if teachers have negative feelings about teaching organic chemistry, they do not feel confident to teach hence learners feel demotivated and discouraged to learn, resulting in poor performance of learners. Additionally, the trends of closeness and distance in socio-cultural, moral, physical, political, and professional geographies shape the emotions experienced by teachers through communication.
Exploring teacher learning in a mathematics cluster as a professional learning community in a district.
(2021) Dlamini, Andile Precious.; Zulu, Free-Queen Bongiwe.
The literature on professional development suggests that teacher clusters serve as an effective platform for teacher learning. This study explored teacher learning in a mathematics cluster as a PLC. It also examined the kinds of mathematics teacher knowledge learn in Siyakhula (pseudonym) and the extent to which this mathematics cluster operates as a PLC. The study is foregrounded on three conceptual frameworks; Birman, Desimone, Porter, and Garet (1999) elements of professional development; Ball, Thames, and Phelps (2008) domains of mathematics teacher knowledge and Stoll, Bolam, McMahon, Wallace and Thomas (2006) features of a professional learning community. The study is located within an interpretive paradigm. The purposive sampling was used to select the case and participants. Multiples forms of evidence were generated through semi-structured interviews, questionnaires, and document analysis. The findings of the study suggest that mathematics teachers learn formally in the workshops organised by the Department of Education and Non-Governmental Organisations. The findings have shown that teachers learn by interacting with the facilitators, other teachers and doing the tasks that were demonstrated by the facilitators. There was also learning that was taking place outside of the workshop, this learning takes place on WhatsApp group. Regarding the kinds of knowledge, the findings have indicated that the specialised content knowledge, knowledge of content and students/teaching and knowledge of content and curriculum/horizon were learnt in this cluster. The involvement of the three NGO’s in the cluster enabled teachers to learn the specialised content knowledge in the workshops. Adhering to PLCs features, the study found that the mathematics cluster displays certain features of a PLC; common vision which is based on learning to improve student learning, distributed leadership among teachers and facilitators, collaboration, individual and group learning. However, regularity of meeting, reflective inquiry and collective responsibility were unclear from the data. For the clusters to function as a PLC the study recommends that all the stakeholders including teachers, DBE and NGOs should come together to promote collaborative learning.
Exploring the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study.
(2021) Kubheka, Alfred Sibusiso.; Mbatha, N.P.
This is a qualitative study that is intended to explore the motivation of grade 9 learners in their subjects’ choices in a school in Nqutu: a case study. Using Lent’s Social Cognitive Career Theory (SCCT) explored how subject choice affect the career decision of a learner and its influences thereafter. The case study methodology has been used together with two methods of generating data. Participants were interviewed and had to write a one-page essay titled my future career reflecting on their future career choice. I used the random sampling method to recruit twelve participants. The findings of the study emphasise that grade nine learners are mostly on their own with little assistance they get from subjects’ educators regarding the choice of subjects at grade ten. The study also indicated that parental support, most parents left the decision to be taken by the learners; they only advised them to choose right. Another important finding is that in the area of Nqutu, uMzinyathi district, not all grade nine learners are taken for career expo or career guidance, unlike in other districts like aMajuba district where all the grade 9 learners are invited into a common venue for subjects’ choice. What was also evidenced in the study was that the world of work term four chapters in the Life Orientations chapter is not dealt with in grade 9 in preparation for grade ten subjects’ choice. The study reveals that the subject choice at grade 9 is neglected. As a result, learners do not choose subjects correctly; as a result, they fail in the FET phase or else fail their first year at tertiary, and they change courses. I, therefore, suggest a policy that will promote more advocacy programmes on subject’s choice across the country by the national department of education to provinces and then districts to schools.
Female principals’ leadership experiences in rural schools in KwaZulu-Natal = Amava obuholi bothishanhloko besifazane ezikoleni zasemakhaya KwaZulu-Natali.
(2024) Mutula, Dorah Lyaka.; Martin , Melanie Yvette.; Amin , Nyna.
Women face multiple challenges in accessing and participating in educational leadership, and this remains a problem and compelling issue for research. This study aimed to explore female principals’ leadership experiences in six selected public primary rural schools in the KwaZulu-Natal Province in South Africa. To understand women's leadership experiences, the study examined their biographies, early learning, and school experiences as leaders. An intersectional lens was employed to understand women’s multiple challenges encountered in educational leadership based on an interlocking system that shapes the interpersonal, organisational, and structural aspects of their experiences. This reflects Collin’s (2000) assertion that cultural, structural, and interpersonal domains are intertwined, collectively shaping gender dynamics.A qualitative approach with a narrative inquiry design was applied, and six female principals were purposively selected from rural schools. The data was collated using semi-structured interviews, a focus group discussion, and photographs and analysed using content analysis. The findings reveal that women experience multiple challenges in the form of gender stereotypes, discrimination, prejudices, bias, rejection, and infantilisation. Women’s biography, early learning, and school experiences shape and influence how women lead. The study concludes that the nature of women’s leadership experiences is linked to multiple factors, situations, and events; thus, it is personal and complex, and rural women must overcome and surpass the challenges through resilience and supportive environments. The study has implications for leadership structures, women leaders, and policymakers. Iqoqa. Abesifazane babhekene nezingqinamba eziningana ekungeneni nasekuzibandakanyeni ebuholini kwezemfundo, futhi lokhu kuseyinkinga futhi indaba esadinga ukucwaningwa. Lolu cwaningo luhlose ukuphenya izimo zobuholi bothishanhloko besifazane ezikoleni ezikhethiwe eziyisithupha zamabanga aphans, ezisemakhaya esiFundazweni saKwaZulu-Natali eNingizimu Afrika. Ukuqonda izimo zobuholi babesifazane, ucwaningo luphenye imvelaphi yabo, ukufunda kwabo kwangaphambilini, kanye nezimo zezikole njengabaholi. Ukubuka ngeso lezingxenye ezixhumanayo kwasetshenziswa ukuqonda izingqinamba eziningana abesifazane abahlangabezana nazo ebuholini bezemfundo ngokwendlela yokuvaleleka ngaphakathi nokuyiyona ebumba ukusebenzisana phakathi kwabantu, ukusebenza, kanye nokuhleleka kwezimo zabo zokusebenza. Lokhu kuveza ukuqinisekisa kukaCollin (2000) ukuthi izinhlaka zamasiko, zokuhleleka kanye nokusebenzisana phakathi kwabantu akwehlukaniseki, ngokuhlangana kwakho konke okubaliwe lokho kubumba ukwehlukahlukana kobulili. Indlelakwenza yobunjalo botho kanye nohlelo lwendlela elandisayo kwasetshenziswa, futhi abaphathizikole besifazane abayisithupha bakhethwa ngenhloso ezikoleni ezisemakhaya. Imininingo yaqoqwa kusetshenziswa izingxoxo ezisakuhlelela, izingxoxo zamaqoqo, kanye nemifanekiso kwahlaziywa ngokusebenzisa uhlaziyongqikithi. Imiphumela iveza ukuthi abesifazane babhekana nezingqinamba eziningana ngendlela yokucwaswa ngokobulili, ukubukelwa phansi, ukubandlululwa, ukuphathwa ngendlela engafani neyobunye ubulili, ukunganakwa, kanye nokuphathiswa okwezingane. Imvelaphi yabesifazane, ukufunda kwabo kwangaphambili, kanye nezimo zesikole kubumba futhi kube nomthelela ekutheni abesifazane bahola kanjani. Ucwaningo luphetha ngokuthi umumo wezimo zobuholi babesifazane uhlobene nezinkomba ezahlukene, izimo kanye nezehlakalo; ngaleyo ndlela, kungokomuntu ngamunye futhi kuyadida, kanti futhi abesifazane basemakhaya kumele babhekane futhi badlubulundele ezingqinambeni ngokubekezela kanye nezizinda ezesekelayo. Ucwaningo lunemithelela yezinhlelo zobuholi, abaholi besifazane kanye nabaqambi benqubomigomo.

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