South African Primary School Research Articles

Health promotion intervention in at-risk South African primary schools

Background: Interventions to promote health have been implemented in some urban settings. However, school-based health promotion interventions in at-risk urban schools have not been thoroughly investigated. Objective: This article investigates teachers’ perceptions regarding health promotion interventions with the main goal of establishing social change in at-risk school communities. Design: The study used phenomenology as a theoretical lens supported by the use of a qualitative research approach. As a theoretical framework, the researchers utilised Vygotsky’s sociocultural theory. Setting: The investigation used a descriptive case study design to select 17 teachers from 2 at-risk urban primary schools in Pretoria. Methods: Visual data including participatory reflection action posters and photographs, and field notes were part of the data collection techniques. Findings: Teachers’ responses informed how school-based health promotion interventions can be developed in the foundation phase of education. Themes relevant to this included recognition of the importance of education in bringing about social change; involving the whole community in developing health promotion projects; working closely with parents; promoting physical activity; and advocating for nutritional literacy. Goals can best be achieved through a focus on nutritional needs, physical health and social needs of at-risk communities. Conclusion: Findings from this study can be used to inform at-risk communities about food consumption, optimum physical activities and positive socio-emotional actions. Beyond this, young professionals entering the field of education should be encouraged to develop awareness of how school-based health promotion programmes can benefit the health and well-being of children.

Teachers’ Capabilities in Implementing Inclusive Education: A South African Perspective

In this empirical paper, we discuss teachers’ capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training.

Are You the First Lady? A Demand for Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools

Are You the First Lady? A Demand for Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools

Teachers’ perspectives on diverse genders and sexualities in a South African primary school

ABSTRACT How teachers respond to, and interact with, learners of diverse genders and sexualities is critical to ensuring their safe and inclusive schooling experiences. This paper examines the perspectives and responses towards learners of diverse genders and sexualities of a selected group of teachers in a primary school in South Africa. Twelve teachers were interviewed for this qualitative study, and the findings reveal that teachers had a limited understanding of diverse genders and sexualities and mostly held heteronormative and moralistic views. They also considered children as deficient and innocent and were awkward about acknowledging and responding to diverse genders and sexualities with primary school learners. To create a safe and supportive environment for children to understand and construct their genders and sexualities, teachers need to improve their understanding of gender and sexuality, critically reflect on their conservative socialisation and moral judgements, and address their discomfort concerning diverse genders and sexualities among children. Teacher education must prepare teachers in a manner that recognises the complex ways in which gender and sexuality infuse all aspects of learners’ lives. This education should prepare all teachers to adopt a non-judgemental approach to gender and sexuality inclusion in ways that challenge heteronormativity in the primary school.

Indoor temperature and CO[formula omitted] in South African primary school classrooms: Inspecting brick, container, and prefab structures

In the resource-constrained education sector in South Africa, infrastructure deemed temporary or backup elsewhere is used as permanent classrooms, mainly in areas of low income. Temperature and CO2 levels, substantial determinants of air quality, have not been studied across different classroom types, despite their direct impact on children’s cognitive performance and comfort. We measure CO2 and temperature every 11 min in 24 classrooms at two schools in Stellenbosch, South Africa. Container classrooms with and without insulation, mobile (prefabricated) classrooms, and brick classrooms of different configurations are included. Measurements were concurrently sampled over twelve months, across multiple seasons with relevant metadata, including ambient weather conditions. We analyse temperature and CO2 concentrations for classroom types and classroom categories and compare school days with non-school days. The results show that temporary classrooms (container and mobile) have substantially worse thermal environments, even when air conditioning is available. The CO2 concentrations in container classrooms are substantially worse, whereas mobile classrooms have better conditions comparable to brick classrooms. We conclude that container classrooms have the worst temperatures and ventilation, prefabricated classrooms have acceptable ventilation but poor thermal qualities, and brick classrooms have the best thermal environment and ventilation.

Views on Empowering Parents to Support their Children with Literacy Skills

The purpose of this paper is to examine the views of teachers and parents on strategies for empowering parents to effectively support their children with literacy skills. Literature sketches a bleak picture of the poor literacy performance of South African primary school learners. This qualitative study utilising a case study design, was conducted at two primary schools in the Mangaung district of Bloemfontein's Free State Department of Education (FSDOE). The participants were selected through the purposive sampling method and data were collected through interviews and open-ended questionnaires. The data was presented and analysed within themes aligned with the literature, conceptual framework and the objectives of the study. The findings disclosed that parental support regarding literacy is insufficient and that both teachers and parents are experiencing immense challenges with poor literacy skills among learners. The findings brought forth some noteworthy suggestions for empowering parents to support their children with the improvement of literacy skills. The main conclusion derived from the study is the need for a greater focus on strategies to involve parents in literacy improvement. It is recommended that future research focus on strategies to enhance parental empowerment for improved support to their children with literacy skills.

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.

Enhancing Entrepreneurial Education in South African Primary and Secondary Schools: Perspectives from Teachers in the Limpopo Province

Enhancing Entrepreneurial Education in South African Primary and Secondary Schools: Perspectives from Teachers in the Limpopo Province

Towards decolonisation of primary school education in South Africa

Background: Despite the end of apartheid in South Africa in 1994, most black schools in the country still embrace coloniality through policies and practices. This leads to disempowerment, loss of identity, inequalities and inferiority in the learners, which are nurtured till their adulthood. It is therefore important to decolonise the inherited curriculum and recognise African identity, culture and system as valuable for Africans.Aim: This article aims to explore coloniality within the primary school education system in South Africa and aims to motivate curriculum transformation that will divest coloniality in Africa.Setting: This article centres around South African Primary schools.Methods: This article employs a desktop approach and a systematic literature review. To collect the data, the study selected articles from different search engines such as EBSCO, Science Direct and Google Scholar. This enables the synthetisation of previous works to provide knowledge on the topic. The decoloniality theory underpins the study.Results: Primary school education in South Africa is influenced by coloniality; hence, there is a need for transformation.Conclusion: The primary school curriculum in South Africa needs to be revised in a decolonised manner to suit a multi-racial or ethnic South Africa for the realisation of an equitable and just future for Africans.Contribution: This article provides knowledge about coloniality within the context of primary schools in South Africa and further recommends curriculum transformation to a truly African manner. It thus aligns with the journal’s theme and scope, which is the interrogation of coloniality in South African primary schools.

Subject Advisors’ Perceptions of the Difficulties Related to the Availability of Resources in Their Work Environment

It is well acknowledged that in South Africa’s educational system, subject advisors are not given adequate assistance in preparing teachers. Several subject advisors have expressed concerns over their capacity to meet teachers’ needs because of various issues that reduce their effectiveness. According to a research review, poor instruction in South African primary schools is caused mainly by a lack of teaching and learning resources, hindering learning and the quality of teaching. The qualitative case study was grounded in an interpretivist paradigm and aimed to investigate subject advisors’ perceptions of the challenges posed by a shortage of resources to support teachers’ professional development in the workplace. According to research from numerous literary sources, subject advisors have difficulties that make it challenging to provide Foundation Phase teachers with the best possible training. Teachers must facilitate their lessons using the conventional teaching method throughout professional development rather than utilising various teaching techniques. In the Motheo District of South Africa, four (n = 5) female Foundation Phase Subject Advisors were purposefully selected for one-on-one, semi-structured interviews. The interviews were conducted in their offices. The subject advisors assessed that a lack of ICT facilities, transportation, offices, phones, and computers, among other resources, was one of the leading causes of the unfulfilled results. It has been recommended that the Department of Basic Education take quick action to remedy this.

Child participation in South African primary schools: How useful is the Lundy model?

Background: The concept of ‘learner voice’ has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making.Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape.Method: A consultative participation approach was adopted with Grades 2–4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded.Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary ‘with’ learners around choices related to space, audience, and the alternative ‘hat’ of the facilitating teacher.Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation.Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.

Rural primary school principals’ leadership strategies for ICT integration

This paper explored the factors influencing the leadership strategies of school principals in rural primary schools regarding the integration of information and communication technologies (ICTs) in the process of teaching and learning in their schools. School principals are responsible for ensuring that there is ICTs integration in their schools’ teaching and learning processes. Embedded within the theory of learning-centred leadership (LCL), school principals have a responsibility to lead, foster, manage, and support the learning process for teachers and learners in their schools. Thus, school principals need to be well acquainted with innovative technologies for teaching and learning amidst the Fourth Industrial Revolution (4IR), which is global, complex, and fast-paced, to lead learning through ICT integration. Underpinned by the interpretive qualitative approach and using a multiple case study as a research design, this study generated data from three selected South African rural primary schools through face-to-face interviews with the three school principals. Data were analysed thematically. Findings revealed that school principals’ leadership strategies are influenced by their attitudes towards ICT integration into teaching and learning, their exposure to ICT workshops, and their own judgements of their abilities in using ICT. The paper recommends customised in-service training for school principals and teachers to alter and improve their exposure to, attitudes, perceptions toward ICT integration in teaching and learning.

Towards primary school mathematics multipronged top-bottom intervention framework

Performance outcomes in mathematics in South African primary schools have reached alarming proportions. This paper seeks to delve deep into the challenges contributing to mathematics underperformance and gain insights from the perspectives of the departmental heads regarding the strategies they deploy in improving performance in their schools. In examining this phenomenon, we conducted semi-structured interviews that targeted departmental heads in primary schools in the Province of Limpopo, South Africa. In addition, quality management theory was used as a lens to frame the study theoretically. The study results demonstrate that departmental heads employ differentiated strategies to mitigate the pertinent challenges facing mathematics performance in primary schools. Amongst the key strategies departmental heads deploy include the following: Collaborative workshops and subject meetings, departmental heads initiated continuous professional development opportunities, provision of resources for teaching mathematics, control, and monitoring as accounting measures, and confronting teacher insubordination. This paper is of significant value as it adds to new knowledge in managing and teaching mathematics in primary schools.

Comparison of Malnutrition Indicators and Associated Socio-Demographic Factors among Children in Rural and Urban Public Primary Schools in South Africa.

Most children in South Africa attending public schools are predisposed to malnutrition due to poor infrastructure and social inequality. This is despite the implementation of the National School Nutrition Programme to address barriers to learning associated with hunger and malnutrition and the National Development Plan to reduce child malnutrition through provision of social grants. In view of this, we compared malnutrition indicators and associated socio-demographic factors among children in rural Mpumalanga and urban Gauteng in South African public primary schools selected using a multistage cluster random sampling. A validated researcher-administered questionnaire was used to collect socio-demographic data of caregivers, along with primary school children data collected on age, sex, learning grade, and anthropometric measures. Malnutrition indicators, which are stunting (low height-for-age z-scores), underweight (low weight-for-age z-scores), thinness (low body-mass-index-for-age z-scores), and overweight/obesity (high body mass index) were computed using WHO Anthro Plus 1.0.4 and data were analyzed using Stata 18. A total of 903 children (rural = 390 and urban = 513) with a mean age of 10 ± 2 years in the foundation phase (learning grades one to three) and the intermediate learning phase (learning grades four to seven) participated with their caregivers (mean age: 39 ± 8 years). Significant levels of poor socio-demographic status were observed among caregivers living in the rural setting compared to in the urban setting. Overall, thinness (18%), stunting (12%), underweight (10%), and overweight/obesity (24%) were observed among school children. Children in the rural schools had a significantly higher prevalence of stunting (20% vs. 3%; p < 0.0001), underweight (17% vs. 2%; p < 0.0001) and thinness (28% vs. 7%; p < 0.001) than their urban counterparts. In the urban, the odds of stunting, underweight and thinness were less among school children, while overweight/obesity was twice as likely in the urban setting. The multivariate final model showed lower odds of underweight [adjusted odds ratio (AOR) = 0.16; 95% confidence interval (CI): 0.06-0.42] and stunting [AOR = 0.33; 95% CI: 0.13-0.87] in the urban compared to the rural schools. The association of stunting with sex [AOR =0.53; 95% CI: 0.30-0.94] and the intermediate learning phase [AOR = 7.87; 95% CI: 4.48-13.82] was observed in the rural setting, while thinness was associated with living in households with an income of USD 52.51 to USD 262.60/month [AOR = 2.89; 95% CI: 1.01-8.24] and receiving the child social grant [AOR = 2.49; 0.90-6.86] in the urban setting. Overweight/obesity was associated with living in a household with an income of USD 52.51 to USD 262.60/month [AOR = 1.80; 95% CI: 1.02-3.10]. The findings suggest nutritional intervention approaches that are accustomed to the context of settings to effectively tackle malnutrition.

Four Steps To My Future (4STMF): acceptability, feasibility and exploratory outcomes of a universal school-based mental health and well-being programme, delivered to young adolescents in South Africa.

Mental health disorders affect many children in South Africa, where vulnerability is high, and treatment is limited. We sought to determine the feasibility and acceptability of a universally delivered classroom-based programme for the promotion of mental health in young adolescents. We pilot tested an 8 session, cognitive-behavioural therapy-based programme, 4 Steps To My Future (4STMF) in two schools. Participants were grade 5 learners (n = 222; Meanage = 10.62 (Standard deviation = 0.69)). 4STMF was delivered in class time by trained psychology postgraduates. Feasibility (rates of parental opt-out, child assent, assessment completion at baseline and follow-up, programme completion, session attendance and programme fidelity), acceptability (teacher feedback and focus groups with learners), as well as demographic data and data on a battery of a psychological measures were collected at baseline, postintervention and at one-month follow-up. Most eligible learners at both schools agreed to participate (85% - school 1; 91% - school 2) with more than 80% completing postintervention measures. Learner session attendance and programme fidelity were high. Teachers rated facilitators highly on confidence, preparedness, enthusiasm and classroom management and observed children to be enjoying the programme. Focus group data suggest that learners liked the programme, could recall the content and had shared some of the content with their family. An exploratory analysis of outcomes showed significant pre-post differences on self-esteem at school 1 and on emotion regulation at school 1 and school 2, maintained at follow-up. This pilot study has shown that 4STMF can acceptably and feasibly be delivered, at classroom level, as a universal school-based prevention programme to young adolescent learners in South African primary schools. The programme could fit in with school context, could be delivered by nonspecialists, showed significant improvements on self-esteem and emotion regulation and was liked by the learners.

Teaching democratic values through history in South African primary schools

South African schools are governed by the South African Constitution of 1996 which prescribes the promotion of democratic values. This prescription cascades down to inform the Curriculum and Policy Statement (CAPS) that provides a curriculum policy framework for implementation. Schools are not only centring of learning that provide the rudiments and foundations of future learning, but indispensable centres for socialisation and transmission of social norms, values, and appropriate social behaviours. South African teachers have the mammoth task of being both the transmitters, role models, and teachers of democratic values as enshrined in the South African Constitution. The main question this study seeks to answer is: how can primary school history lessons be utilised to inculcate democratic values? Teaching democratic values through history lessons in primary schools remains a paradox, in the sense that, as a teacher you have to teach what is in the textbook, without being bias even though as a teacher you might you might have a different opinion on. Moreover, the inconsistencies in the era of fake news, conspiracy theories within the South African context, as well as challenges of racial polarisation, economic deprivation, unemployment, and heightened social inequality have exacerbated the inconsistencies in history teaching. Thus, teaching democratic values in South African primary schools has become more important than ever before to mitigate the plethora of these challenges. The present study engages the Qualitative Content Analysis method to analyse qualitative data from documented information in texts, media, and academic articles. It is underpinned by the Ubuntu African Philosophy and it concludes that there is an alignment between the democratic values and the CAPS Policy document. Findings also point to the critical role of history teachers to inculcate democratic values, and use appropriate knowledge that must be based on facts and evidence.

Experiences of Students’ Challenging Behaviour in Primary Schools in South Africa: Teacher, Governor, and Caretaker Perspectives

Students’ challenging behaviour is a persisting problem in some primary schools. In South African primary schools, however, students’ challenging behaviour is mainly understood as disruptive classroom behaviour. To establish how primary schools experience this phenomenon, interviews were held with twenty-one participants, purposively selected from three primary schools, to provide qualitative data. Opposing prior understandings, thematic analysis showed that students’ challenging behaviour in primary schools is experienced through acts of violence, vandalism, and bullying. Social cognitive theory revealed how students growing up in hostile environments emulate and reproduce hostility. Education departments should consider these experiences to appraise and revise disciplinary policies to promote school safety, and more effective learning in the classroom.

Fostering Resilience in South African Township Primary School Teachers

Resilience is needed for township teachers to overcome their stressful classroom and school environment. The main objective of this paper is to examine the role of teacher resilience in enabling them to respond positively to challenges they encounter. To address these challenges, the study explored the fostering of resilience in township primary school teachers in the Lejweleputswa District of the Free State Province in South Africa. A qualitative approach was followed as it allowed the researchers to gather the necessary in-depth data based on the opinions, experiences, and beliefs of the participants. The sample of the study consisted of two principals, two heads of department, and thirty-three teachers from two township primary schools. Data were collected through semi-structured interviews and open-ended questionnaires. The study's major findings revealed that the most common challenges adversely affecting teachers’ resilience were a lack of teaching and learning resources, a negative work atmosphere, and overcrowded classes. The study recommends that the fostering of resilience should be brought about by school management teams (SMT) implementing the Resilience Wheel model in support of teachers’ resilience regardless of the challenges they faced.

Designing an English language and literacies knowledge and skills test for Initial Teacher Education students in South Africa

Since 2016 the Primary Teacher Education (PrimTEd) project has assessed first and fourth year student teachers' English language and literacies knowledge and skills with a view to optimising what is offered in teacher education courses. In 2021, after a critical review of these English language assessments, a process of test redesigning that also provides professional development opportunities for language teacher educators, was initiated. In this paper, we report on this process of modifying an existing test and discuss a new design that is still a work in progress, in order to make it more responsive to the English language needs of the student teachers. We argue that the emerging test has the potential to contribute to improved English language teacher education at universities and to improved teaching and learning of languages and literacies in South African primary schools.

Girls, sexuality and playground‐assemblages in a South African primary school

AbstractInspired by new feminist materialism, this paper seeks to reimagine existing knowledge of girls, sexuality and playgrounds by considering how the socio‐material reality may unlock girls' capacities for what is possible through play. Focusing on semi‐structured interviews of girls (aged 12–13), the paper draws attention to the playground as an ‘assemblage’ of human and non‐human matter that connect to illuminate other ways of being, feeling and doing. We argue that the assemblage not only creates spaces for girls to disrupt hetero‐patriarchal ideologies but simultaneously serves to reinforce them. Interventions require attention to the oppressive materialities that underpin play.