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The ripple effects of the implementation of the learner progression policy: perspectives of secondary school principals.

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This study focused on exploring the perspectives of secondary school principals regarding the ripple effects of the implementation of the Learner Progression Policy on teaching and learning in the Further Education and Training (FET) phase. This is a qualitative study and is located within the ambits of the interpretive paradigm. Four school principals were purposively selected for this study. This study utilised semi-structured interviews as a method of generating data from the principals. Semi-structured interviews were conducted through WhatsApp Video Call platform to observe the Covid-19 basic rule of social distancing. The study used thematic data analysis to vigorously scrutinise the generated data from the principals. The findings of the study exposed that secondary school principals have a clear understanding of policy implementation. Conversely, principals encounter challenges such as the overcrowding of learners’ classrooms, uncontrollable noise, ill-discipline learners, lack of individual attention, and educators’ demotivation. The strategies that are used by secondary school principals to mitigate the challenges involved the following: parental involvement, expanded learning opportunities in the form of morning classes and Saturday classes, and lastly the supervised compulsory afternoon classes. This study recommended the following involvement of learners’ parents during the LPP implementation phase at school, SLB’s involvement during the policy formulation, and SMT’s and educators to have a final say.


Masters Degree. University of KwaZulu-Natal, Durban.