South African Education Research Articles

Empowering South African educators: Navigating the challenges of digital teaching and learning competencies

Empowering South African educators: Navigating the challenges of digital teaching and learning competencies

Teachers' perceptions of principals’ digital leadership practices in a school district in a developing country

The fourth industrial revolution's (4IR's) disruptive digital technologies and innovations are radically altering the educational environment. The aim and structure of schooling have become progressively digital and different from the norm. Understanding principals' digital leadership practices is particularly important in the transition to digital learning as it involves navigating the digital change process in schools. This study investigated teachers' perceptions of principals' digital leadership practices in their attempts to keep up with the digital shift. Drawing on the four core principles of transformational leadership theory, the study sought to identify leadership practices that could mobilise digital learning. A generic qualitative approach was used. The study looked at three public primary schools in the Gauteng West district in South Africa. Data were generated by means of three focus group interviews with teachers and individual interviews with three principals. The findings revealed that leadership in these schools was mainly confined to conventional leadership practices which did not promote the practice of digital leadership. The findings exposed the need for principals to improve their knowledge of digital leadership in their leadership practices. The findings further highlighted the need for system-wide change in the South African education sector to support principals in transforming schools into digital learning environments. These findings contribute to the theoretical knowledge of principals' digital leadership practices.

Positive psychology constructs associated with academic success in South African secondary schools: A scoping review

In the South African education system, there is consistent concern about academic success and how it can be supported. Using a positive psychology lens could add additional insight on aspects of positive psychological functioning that may be associated with academic success. This scoping review examined literature on positive psychology constructs identified in association with academic success in South African secondary schools. Databases and other relevant sources were searched for studies implemented between 2007 and 2022. The search strategy yielded 15 studies for analysis. The results indicate that out of 46 potential positive psychology constructs, only 25 have been investigated in South African literature. The most researched construct was social support, followed by achievement motivation, and hope.

The here and clown

This practise-as-research paper applies Cormac Power’s three categories of presence (2006) to contemporary clown training and performance in the theatre with specific reference to a recently devised performance that used clown principles to open up challenging discussions around shame, race and Afrikaner Identity. Through my perspective as a South African educator, clown practitioner and postdoctoral fellow, I propose that the contemporary clown’s failed efforts to sustain the audience's belief in their persona is what paradoxically leads to the clown’s success by drawing attention to presence as a multibodied phenomenon. Failure, a key principle of clowning, is an effective performance strategy that relies on the performer's awareness of their presence as a dynamic exchange to establish and maintain connection with an audience through listening and reacting to audience appreciation (laughter) or lack thereof (silence). Through critical reflection of the clown as both a state of presence and a performative strategy, this paper highlights the valuable role that the clown’s insider-outsider position plays in bringing about awareness and learning in both theatrical and pedagogic contexts. This work is based on the research supported by the National Institute for The Humanities and Social Science.

Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education

South African Higher Education Institutions (HEIs) are undergoing a digital revolution, facing challenges from social, historical, and cultural diversity and low schooling backgrounds. Incorporating digital technology into teaching and learning has become essential, yet a notable digital divide persists. Students with Information Communication Technology (ICT) skills perform better in higher education compared to those from resource-restrained or marginalized communities, such as Pinetown, Durban, South Africa. This research aims to equip learners and teachers in South Africa to adapt to the rapid pace of technological change while examining the pedagogical approaches of matric teachers in digitally preparing matric learners for HEIs. A quantitative research approach was utilized to collect primary data from a sample of 363 teachers across 25 high schools in Pinetown, selected based on Krejcie and Morgan’s (1970) methodology, ensuring an appropriate representation for the population of 1,300. A high response rate was achieved, facilitated by a pilot phase that clarified the research subject for participants. In addition to primary data, relevant secondary literature was also utilized. The findings revealed that a majority of teachers prefer problem-based and project-based pedagogical approaches and acknowledge the benefits of an online learning environment. These results indicate that most teachers are capable of digitally preparing matric students for higher education. Therefore, problem-based and project-based teaching and learning approaches should be emphasized in the field of digital technology. It is also recommended that teachers and lecturers in HEIs utilize online platforms to enhance the curriculum. Keywords: Digital pedagogy, Higher Education, Digital divide, ICT skills, South African education, Problem-based learning, Project-based learning

Positive inclusive experiences of a same-sex desiring male Foundation Phase teacher

Background: Much work has been done to realise the discourse of diversity and gender equality in the perceived feminised Foundation Phase (FP) of teaching and learning. Part of the work was done through the inclusion of males in FP teaching to provide learners and teachers alike with diverse learning experiences. In South Africa, most research focuses on why FP teaching remains a feminised space, the marginalisation of few male FP teachers. However, less is known about male FP teachers’ positive inclusive experiences.Objectives: To contribute to the discussion by presenting Camagu’s case study, a same-sex desiring male FP teacher, and his positive inclusive experiences in a conservative context in the Eastern Cape province, South Africa.Methods: A qualitative single case study methodology employing photovoice to elicit Camagu’s positive inclusive experiences in FP teaching.Results: Findings revealed positive inclusive practices implemented by the school, discussed under two themes: Finding a sense of belonging through school structures and ‘It’s nice to have someone as different as you in the school …’ - Learners’ perspective.Conclusion: The study suggests a need for increased support for school leadership and teachers to promote inclusive policies and practices affirming diverse identities of all learners and teachers.Contribution: Camagu’s experiences offer new research dimension by sharing best practices for fostering inclusive school environments. The study challenges deeply rooted gender norms in South African education, particularly in FP teaching. It advocates for inclusion and acceptance of male teachers, regardless of their diverse gender and sexual orientations, promoting gender diversity.

Augmentative and alternative communication training: The effect on perceptions of special school teachers

Augmentative and alternative communication (AAC) strategies benefit learners with complex communication needs (CCN) by allowing them to participate, interact and learn. AAC is realised in the South African Education policy; however, research indicates that many teachers still have limited AAC knowledge. With this study we aimed to describe the effect of a newly developed evidence-based AAC training programme on special school teachers’ perceptions of their own abilities related to teaching learners with CCN as well as their perceptions of the general academic, communication, and classroom interaction skills of learners with CCN and finally the teachers’ perceptions of the inclusion of learners with CCN. A quasi-experimental pre-test-post-test group design with a non-randomised control group was used, employing a standardised measuring instrument, with 5 subscales, namely the modified teachers attitude scale (MTAS). The sample size included 58 teachers who participated: 6 in the pilot, 34 in the experimental and 18 in the control group. The brief AAC training session of 4 hours had a positive, statistically significant effect on several items on the subscales measuring teachers’ perceptions of their abilities related to teaching learners with CCN, as well as their perceptions of the communication of learners with CCN, classroom interaction skills, and teachers’ perceptions on the inclusion of learners with CCN. AAC training is recommended for special school teachers to enhance their own knowledge and to enhance the academic and social skills of learners with CCN. Furthermore, future studies are recommended to determine the prevalence of learners with CCN to influence the planning of services for this population in this context.

Curriculum Digitalization and the Fourth Industrial Revolution: An Assessment of the Prospects and Challenges of South African Education

The shift from traditional paper-based teaching to digital methods has sparked discussions about reshaping and enhancing the curriculum. There has been ongoing debate among scholars about the preparedness of South Africa’s education system for digital teaching and the implications of the fourth industrial revolution. The COVID-19 pandemic has underscored the significance of a digital society, highlighting the need for transformation within the education system. The fourth industrial revolution has prioritized technological advancement and digitization across various sectors, emphasizing the importance of initiating these changes at the educational level, thus calling for a review of the curriculum. Thus, this study aims to explore the potential prospects and challenges facing South Africa’s education system in the context of digitizing the curriculum and coping with the fourth industrial revolution. It used a qualitative research method, analyzing accredited journal articles, reports, and books to gain insights into the subject matter. The findings of the study suggest that challenges such as inadequate funding, unpreparedness of the sector, and lack of technological development in the education sector are hindering the progress of digital curriculum development, particularly in light of the COVID-19 pandemic. The study therefore concludes that the education sector has overlooked the significance of the fourth industrial revolution, which became evident during the pandemic. Henceforth, the study recommends that to effectively implement curriculum digitization, the industry needs to embrace technological advancements in line with the fourth industrial revolution. In addition, technological development in the education sector be prioritized, making curriculum digitization easier to implement for both learners and educators, especially in the face of challenges like the COVID-19 pandemic. Keywords: Curriculum Digitalization, COVID-19, The Fourth Industrial Revolution, Prospects, Challenges of the South African Education System.

Challenging violence in South African education: a feminist pedagogical and legal analysis

AbstractThis study investigates the relevance of violence in the context of South African education, a country which has a history of institutionalised violence against the oppressed, including women. Using a feminist pedagogy as a theoretical lens, violence and its implications for the South African educational system are examined. Scholars such as Freire believe that in order to engage the topic of violence in education, it needs to be framed not only from a physical, but also from a structural and symbolic way since violence is deeply rooted in social inequalities and power imbalances. Violence can be perpetuated through education, which can reproduce dominant ideologies and structures which are biased against women. Therefore, Freire advocates a pedagogical approach that challenges violence and empowers students to become critical agents of social change. In the South African educational environment, violence is a prevalent issue, especially for women and girls who face high rates of gender-based violence and sexual harassment in schools. This research also examines the relevant legal frameworks and policies in South Africa that address gender-based violence and education. This research proposes a feminist pedagogy can help create safe and empowering learning environments that promote social justice and equality.

The Influence of the Pandemic on the Affective States of School Principals and Teachers: A Comparative Study between South Africa and Latvia

This study explores the extensive influence of COVID-19 on the affective states of school principals and teachers. A comparative, qualitative study was conducted on Latvian and South African participants’ experiences during the pandemic, with a focus on leadership, change, extra workload, ICT, and uncertainty. A total of 59 participants from rural, urban, and private schools in both countries took part in this study. Data were collected by conducting interviews with open-ended questions after which themes were identified and grouped. The results demonstrated that the states of mind of Latvian school principals and teachers were more affected than those of South Africans for whom vaccination was not compulsory. Furthermore, it was found that technological adaptation was easier for Latvian than for South African educators. The role of the Department of Education has evoked mixed feelings. Leadership, and the lack of it, also influenced the affective states of school principals and teachers. Emotional support from society, family, and colleagues was experienced differently in Latvia than in South Africa. The results of this study revealed that a pandemic can be experienced differently by principals and teachers but also that there are similarities in these experiences, as no one is ever completely prepared for the effects of a pandemic.

Exploring causes of bullying among grade eight and nine learners in a South African education district

Bullying is a social phenomenon that has become a complex problem worldwide due to the complications that arise from its persistence among school-going adolescents. This study explored the causes of bullying among grades 8 and 9 in one secondary school in Amatole East District, Eastern Cape Province, South Africa. This qualitative study employed constructivist paradigm and a case study design. It utilised interviews to elicit data from 15 purposefully sampled participants. This study was informed by Travis Hirschi's 1968 Social Control Theory, and I used Braun and Clark's thematic analysis steps to analyse and interpret the data. The study found that bullying is triggered by jealousy and envy among learners, inadequate school furniture, family environment, physical attributes, lack of moral education, lack of sexual orientation education, and age differences among learners. Therefore, the study concluded that in order to detect the causes of bullying among grade 8 and 9 learners, teachers must apply Social Control Theory in the school environment by establishing consistent and supportive teacher-learner relationships to easily identify learners' behavioural changes and promote support, peer relationships, and unity among learners. This will reduce internal motivation that leads them to initiate bullying and violate other learners' rights. Additionally, the findings of this study will enable school stakeholders to develop intervention strategies, including disciplinary measures for learners, providing sexual orientation education, and involving parents in their efforts to manage bullying among grades 8 and 9 learners.

Online Education Adaptability for South African Learners with Dyscalculia and Dyslexia using Digital Learning Methods

The United Nations Sustainable Development Goal 4 defines equal and inclusive education. Countries of the global south, including South Africa, have several interventions to achieve before making headway on this goal. South Africa has a unique political and historical narrative, and almost three decades post-apartheid, there remain stark differences in school and post-school education. Amongst some of these include learners with learning disabilities. This research focuses on learners with learning disabilities, such as Dyscalculia and Dyslexia. The introduction of digital technologies within higher education institutions excludes these learners as the adaptability of digital learning techniques has not been considered for specific learning disabilities. The challenges are now heightened. Although primary studies have been conducted in the past, no definitive solutions have been established for the seamless integration of these learners into mainstream education. Hence a different research approach was undertaken. An expansive review of existing scholarship was conducted using online academic resources and search platforms such as Google Scholar, Scopus and EBSCOhost. The purpose was to engage with a wide range of national and global literature. A discussion and comparison of available resources and tools were outlined and structured according to the inclusion and exclusion criteria. The study was underpinned by the universal design for learning theory. Global research indicated the availability of online tools that were too expensive for South African education and incompatible with the lack of skills and infrastructure. The literature provided adequate information to develop an introductory clinical sociology intervention and embark on a process of awareness and support for educators and affected learners

Determination of the Best Feature Subset for Learner Migration in Limpopo

The South African Education Management Information Systems (EMIS) hosts longitudinal data on school inventory, learners, and educators. One of the most prevailing and yet ignored phases in machine learning is Feature Selection (FS). Neglecting this phase can adversely impact the outcome of the machine-learning exercise. This study seeks to explore informative features from the EMIS system which can predict the possibility of learners prematurely transitioning to alternative learning spaces in the Limpopo education system. The Ravenstein migration theory was used to assemble the initial features which were then subjected to Boruta, RPART, Adaboost.M1, and J48 algorithms. The feature subsets generated by the FS algorithms were compared with filter-based statistical methods such as Spearman Correlation and Mutual Information to aid in the final selection of the best feature subset for the study. All machine learning FS methods performed well. Feature subset generated by Boruta was considered optimal due to relatively low importance score variance among the selected features compared to RPART, J48, and Adaboost.M1. It is believed that the low variance in the feature set will improve the model's stability and its ability to generalize with previously unseen data.

Ethnomathematics in Intermediate Phase: Reflections on the Morabaraba Game as Indigenous Mathematical knowledge

Mathematics education remains a worrisome issue in the South African education system. This dilemma presents itself in the underperformance of learners in Intermediate Phase mathematics. In an effort to address this challenge and develop alternative approaches to the teaching of mathematics, a university-based project was initiated. As part of the project, this article reflects on the experiences of five project members who observed the implementation of Morabaraba, which is an Indigenous game, rich in mathematical relevance. This qualitative case study explored how mathematics teachers implemented the Morabaraba game to teach Intermediate Phase mathematics content. The method used to capture the data entailed reflections of the team that were derived from the observation of mathematics lessons in the Intermediate Phase. From these observations the researchers found that teachers invented their own rules when integrating mathematical concepts; they reinvented the game to cater for the complexity of mathematical content and experienced challenges in the playing of the game. We conclude that the Morabaraba game can be implemented, with practical adjustments, to comply with the objectives of the mathematics concept. The recommendation is that ethnomathematical games be employed as a teaching strategy as they are found to encourage active learning. Future research endeavours include exploring how ethnomathematical games can be sustained for future use.

Revisiting the technology acceptance model: the influence of colonial mentality on technology acceptance

The introduction of technology into the South African education sector has been met with optimism, as it can enhance education. The success in adoption of technology is not dependent only on access and skills, but technology acceptance is just as essential. Various models of technology acceptance have been proposed over the last two decades by various technologists such as Chuan-Hoo Tan, Richard Bagozzi and Youjae Yi, of which the technology acceptance model (TAM) is central. TAM focuses on the perceived usefulness and perceived ease of use of technology. In South Africa, adopting the TAM to understand the acceptance of technology by teachers is doubtful, since most digital content is in English, while the majority of the population speaks an African language. In 2017, the Teacher Assessment Resources for Monitoring and Improving Instruction (TARMII) software was introduced to South African primary school teachers that allowed them to choose between an English and Setswana interface. A purposive sample of seven Setswana-speaking teachers who could also speak English was chosen from the Madibeng District in the North West province. The findings showed that the participants were pleased to use the Setswana software but opted for English. This reasoning had less to do with technology, but more with the perception of English. Hence, a modification of the technology acceptance model was required to understand and explain these findings.

Foundation Phase Teachers’ Point of Views Towards Using Social-Constructivism Learning Theory in Professional Development

The study offers the findings from the Foundation Phase teachers’ interviews assessing the effectiveness of social constructivism learning theory as a teaching method for educating teachers to identify learners with learning barriers in various classroom contexts. South African education officials need to consider which teaching practices have the potential to impact teacher professional development and ultimately improve learners’ outcomes. As the nation transitions to inclusive education, South African teachers have the challenge of not meeting the different needs of learners individually and helping them realise their full potential. An extensive body of work discusses the significance of social constructivism learning theory as the essential instrument to end the circumstance. This research had a quantitative focus. A study of twenty (n = 20) female primary school teachers in the Motheo District of South Africa who were instructing foundation phase learners participated in investigating teachers’ opinions of applying social constructivism learning theory during professional development. Purposively, participants were chosen. Four rural elementary schools were used for the investigation. A questionnaire was used to gather the data. Based on participant responses, it was discovered that social constructivism learning theory may be applied as a teaching and learning technique for teacher professional development, empowering them to identify learners with learning barriers in a range of classroom contexts.

Challenges of Incorporating Sustainable Development Goals Into South African Higher Education Curricula

This paper highlights several challenges that the adoption and implementation of the seventeen United Nations Sustainable Development Goals (SDGs) pose for South African Higher Education institutions’ (HEIs) curricula design. It also reflects on the experiences of some institutions who have embraced SDGs in their teaching and learning, research, management (governance and operations), and public engagement strategies (Sustainable Development Solutions Network, 2017). SD4 seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. This paper is intended to contribute to policy debates on issues that are seemingly being given little attention in curriculum design, in the advance towards the target 2030 date for achieving SDGs. The research is motivated by the absence of guidelines and frameworks from South African education governing bodies regarding SDGs, leading to knowledge and capacity gaps that frustrate academics who are increasingly being required to include SDGs in their courses. The author uses a qualitative methodology (document review) and focuses on literature published between 2019 and 2023 on the implementation of SDGs into South African curricula. This study recommends that private HEIs be included in the development of SDG governing frameworks and policies. It also recommends that HEIs develop a South African ranking system to track progress towards SDG attainment.

Experiences of experts in intelligence measurement of South African school learners

This qualitative research study emerged from the essential need for reliable and valid intelligence test instruments for South African school learners, who are characterised as a diverse population with their variety in culture, ethnicity, and language, as well as having unequal socio-economic and educational backgrounds. The aim of this research study was to use a qualitative interpretive description research design to explore and describe the experiences of both experts in intelligence test development and/or adaptation as well as psychologists and psychometrists who have administered intelligence tests to South African school learners in various contexts. Twelve psychologists and/or psychometrists were interviewed, of which six were also experts in test development and/or adaptation, which yielded four themes after thematic analysis, namely, utilised intelligence measurements in the current South African school learner context are less relevant; the South African education system is a major issue specifically within lower socio-economic status (SES) contexts; it does not seem feasible to design or adapt suitable intelligence measures that are valid and reliable in the current South African school learner context; and key informants’ recommendations from their experiences.Contribution: This research study contributes to the understanding of the measurement of intelligence of South African school learners in diverse contexts. Findings of this research study can guide the strategic process to design an intelligence instrument suitable for a South African population of school learners, informing fair assessment practices for multiethnic equalisation.

Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills

The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system. Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback

Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective

The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social justice in a democratic and open South African society. In this desk-top study, we investigate the attributes and competencies promoted and advanced through the Minimum Requirements for Teacher Education Qualifications Policy (MRTEQ) (2015) concerning the training of prospective South African teachers for the realization of social justice. We gathered our data through a literature review and a policy analysis, and we drew from critical social theory (CST), which argues for social transformation, human emancipation, and capacitation to make sense of our findings. We found that the MRTEQ (2015) promotes and advances knowledge, contextual awareness, and critical pedagogy as significant attributes and competencies for realizing social justice through education and, more specifically, ITE. The implication is that all initial teacher programmes must be designed to equip prospective teachers with these attributes to contribute to realizing social justice and transforming society. Against this backdrop, specific recommendations are made to develop these attributes in prospective teachers.