South African Public Schools Research Articles

Stakeholder Perspectives on the School Food Environment: Insights from South African Learners-A Pilot Study.

Leveraging learner-driven insights to enhance the SFE can significantly influence food choices by decreasing the consumption of unhealthy foods and increasing access to healthier options. Using learners' voices as important stakeholders in the school food environment (SFE), this qualitative research study aimed to gain a deeper understanding of their perspectives, identify barriers and enablers to fostering a healthy SFE in South African public schools, and explore the link between the SFE and learners' food choices. Six focus group discussions (FGDs) with 4-6 participants were held in six schools, including three primary and three secondary schools in the KwaZulu-Natal Department of Education's iLembe district, SA, with learners aged 12-14 and 15-18 years, respectively. Learners were asked how schools could help them eat healthier and how their SFE benefitted them. The data were analysed using thematic data analysis methods. The FGDs generated 14 themes and subthemes. Emerging information suggests a lack of control over the sale of unhealthy food despite the existence of guidelines. This is further exacerbated by the marketing of unhealthy foods, which prevents learners from selecting healthier options. Furthermore, they stated that promoting the school food programme (SFP) and changing attitudes towards healthy food intake through comprehensive nutrition education are useful ways to enhance the SFE. The findings of this study underscore the critical role of learner insights in shaping effective strategies to improve the SFE.

Empowering through feedback: Economics teachers' motivations for assessment practices in public schools

Research on assessment feedback practices in economics education within South African public schools has been limited, particularly in terms of teachers' motivations and approaches. This study addresses this gap by exploring the reasons and motivations behind Grade 10-12 Economics teachers' use of assessment feedback in three public schools in South Africa. A qualitative case study design was employed, involving three teachers at different career stages. Data was collected through semi-structured individual interviews and document analysis of feedback samples. Thematic analysis, informed by the concept of feedback literacy, was used to analyse the data. The findings revealed two primary motivations: using assessment feedback for academic growth and providing feedback for real-world application. Teachers viewed feedback as a crucial tool for enhancing students' understanding of economic concepts and preparing them for future academic and professional challenges. The study concludes that teachers' feedback practices align with contemporary educational theories and demonstrate a commitment to contextualising economics education within the South African environment. Recommendations include implementing targeted professional development programs to enhance feedback literacy, revising curricula to incorporate opportunities for meaningful feedback, and conducting further research across diverse educational contexts. This study contributes to a deeper understanding of assessment practices in Economics education and has implications for teacher professional development and curriculum design in South African public schools, ultimately aiming to develop economically literate and critically engaged citizens.

The Complexities of Improving Learner Performance in South African Public Schools: Where Do We Start from? From the System to the Classroom or Vice Versa?

The purpose of this study is to explore the complexities of improving learner performance in South African public schools by probing whether the starting point should be from the education system itself to the classroom or vice versa. This is done with the aim of informing policy and practice towards improving the accomplishment of learners. This is a purely qualitative research study which relied on existing literature to solicit data to deal with the subject matter of this study. The literature that was used for this research study was not confined to South Africa only. The experiences of other developed and developing countries were used to enrich the data. This study found that considering the state, teachers, and learners as the major stakeholders in the teaching and learning exercise, collaboration between them is necessary. The study established that the voice of the learners as recipients of the curriculum must form an integral part of the learner performance improvement strategy. Schooling is about the learners, and therefore, their feedback from the assessments must be taken into consideration for their performance and ultimate achievement to improve. A further finding is that there must be collaboration between all three stakeholders to nurture a culture that motivates learners to learn, teachers to teach, and the state to collaborate with the teachers and learners to put in place policies that work. This research study contributed to the area of policy by emphasizing that the learners are just as important in shaping the direction of the education system as the policy-makers themselves. Put differently, education and curriculum planning that does not take the voice of the learners into account is destined to fail.

Evaluating financial reporting guidelines in South African public schools

This paper aims to evaluate the different financial reporting guidelines used by governing bodies in public schools across 9 provinces. Therefore, developing an integrated financial reporting framework to improve accountability by SGBs that can be used by public schools in South Africa. This situation motivates the researcher to explore the lack financial reporting by SGBs in section 21 schools. The study also aimed to make recommendations to all stakeholders on how integrated financial reporting can promote accountability and transparency. The target population consisted of 56 section 21 schools in KwaZulu Natal province. A mixed methods approach was employed, and a questionnaire was developed and sent to participants using monkey survey. In addition, principals were interviewed one on one online using Microsoft Teams. SPSS version 25 was used to analyse the data, generating table and bar graphs. The findings revealed that the department of basic education should formulate the audit committee to monitor and evaluate financial statements of section 21 schools. The independent auditors should report back to the department of basic education not to the SGB to promote transparency and accountability. The study recommends that the current financial reporting structure can be improve by adopting integrated financial reporting framework where all stakeholders are actively involved. The Auditor General should audit the independent audit that are auditing section 21 schools and give an annual report on their performance.

School culture as barometer of learners’ success: case study of Eastern Cape selected schools

The South African government attaches high priority on education hence a bigger share of the country’s budget is allocated to education. Literature presents a growing concern that South African public schools are not performing well with a number of contributing factors for learner poor performance. However, despite poor learner performance in some schools, there remain a number of schools who continuously produce pleasing results. It against this background that this paper sought to determine whether school culture has a contribution to Grade12 learners’ academic performance in selected secondary schools in the Eastern Cape Province. This paper used the Social Interactionist Theory (Mead, 1934) as it lenses, which seeks to understand events and circumstances around us and influence behaviour. This paper is located in the interpretivist paradigm and employed qualitative approach to gain experiences and opinions of participants on the influence of school culture 5 schools were sampled with 40 participants who responded through semi-structured interviews. Among the findings that emerged from the study was the critical participation of the stakeholders in school programmes, the vision and mission of the school to ensure learner success and maintenance of proud legacy of the school. The paper therefore, recommends cascading focus to the lower grades to continuously sustain school culture that enhances good learner performance.

Human Rights Education: Exploring the Safety of Teachers in South African Secondary Public Schools

This paper examined the extent and nature of safety for teachers in their different school settings and further underscored the importance of safety for teachers in the school context. The current school environment is violent owing to the increasing lack of teachers’ ability to maintain order in schools due to the uncertain alternatives to corporal punishment. This creates a hostile learning environment that weakens the teachers’ position of power and prohibits them from using their authority and fulfilling their duty to provide learners with compassionate monitoring. A qualitative interpretivist research paradigm was used in this study employing Critical Emancipatory Research (CER) as a research framework. A CER framework aims to strengthen the liberating, enlightening, emancipating, and empowering democratic values of equality and justice among the researcher and the participants in the research setting. A team of four teachers, a principal, and the School Governing Body (SGB) member from each school were purposively sampled to apply the principles of PAR in Lejweleputswa District in the Free State Province in South Africa. A focused group was employed to answer the following questions: What are the perceptions of secondary school teachers regarding their safety in the school setting? To what extent does learners’ violent behaviour threaten teachers’ safety at schools? And, how can teachers be assisted to change their minds regarding Human Rights Education as a tool for peaceful education? Data was analysed thematically. The findings of this research showed that teachers do not feel safe at their workplace, they fear both learners and parents who most of the time come to humiliate them physically and emotionally in front of their learners. The study contributes to a debate on the safety of teachers in schools for professional development. Keywords: Human Rights Education, Teacher-Learner Relationships, Teachers’ Safety, Parental Involvement.

Physical Education delivery in the intermediate schooling phase in South African public schools

Background: The use of the Curriculum Assessment Policy Statement (CAPS) and delivery of Physical Education (PE) concerning time allocation, resources and number of learners per class is crucial for optimal delivery to the intermediate-phase (IP) learner.Aim: This study aimed to determine the gap between the understanding and the interpretation of the content and requirements of the CAPS document, and the delivery of PE in the IP, in selected public schools in the Alberton region of Gauteng province, South Africa.Setting: Alberton, a suburb of Johannesburg, was identified. This geographical area was divided into four segments. Two primary schools from each segment were purposefully selected according to the quintile levels.Methods: A mixed method of data gathering was used. Questionnaires were administered and focus-group discussions (FGDs) were held. Participants were selected using a purposive sampling method. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using direct quotes and themes.Results: The findings are in line with the results of the South African Universities Physical Education Association (SAUPEA) National Research Project in that teachers require further training on the interpretation of the CAPS document. Aspects of the CAPS document cannot be executed because of time allocation, class size, and a lack of resources and equipment.Conclusion: To adhere to the expectations of the CAPS document, the use of available facilities, equipment, number of learners per class, and time allocation in PE need improvement.Contribution: Enriching the PE curriculum through collaborating with stakeholders in local communities and governmental support.

Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools

In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders. Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.

Reflecting on a Decolonial educational praxis in South African public schools

The continuing educational crises and the recurrent discourse on educational reform in South Africa foreground critical questions on what constitutes a viable philosophical and pedagogical strategy for the country. This article examines the transformative praxis of a dissident teachers' organisation, the Teachers' League of South Africa (TLSA or the League), and how the development of its distinctive non-racist and non-collaborationist worldview provide meaningful possibilities for present-day educationists seeking a progressive educational alternative. The article draws on decolonial and critical education theories to engage the views of TLSA teachers and non-League education activists. Documentary material on the TLSA and its umbrella body, the Unity Movement, provide key primary sources for the article. In addition, secondary information linked to the broader liberation movement offers valuable insights and perspectives on what could be defined as an alternative educational praxis. Overall, the article examines whether the coexistence of the TLSA's holistic educational outlook and 'egalitarian oriented' counter-consciousness, offers tangible possibilities for exploring an emancipatory decolonial education.

Unforeseen Effects of the Post-Provisioning Model in Principal’s Administrative Roles in South African Public Schools

This study aims to investigate the effects of the Post-Provisioning Model in the management of public secondary schools in the King Cetsh wayo district of Kwa Zulu-Natal province in South Africa. Apart from previous studies on PPM, this investigation was conducted quantitatively to present numerical data. Since the study presented numerical data, this study was found grounded in the positivist paradigm. The literature findings reveal that school principals experience poor strategic management, lack of capacity-building workshops, poor filling of vacant posts; failure to manage educator job satisfaction, late admission of learners, and poor redeployment processes of educators. Empirical findings of this study also confirm such effects of PPM which threatens school management roles. The paper concludes by the submissions that there is a need to revise PPM implementation to address challenges and support the management roles of school principals. Moreover, there is a need to incapacitate school managers regarding the management of PPM for its effective implementation.

The legislative regulation of sexual misconduct by educators in South African public schools

This article explores the impact of education legislation on the failure to adequately address sexual misconduct by educators toward learners in South African public schools. The Employment of Educators Act 76 of 1998 is the central piece of legislation regulating the employment of departmental educators. Secs. 17and 18 of the EEA are analysed with reference to 48 arbitration awards issued by the Education Labour Relations Council. Three shortcomings are identified. First, the EEA describes the types of misconduct with which educators may be charged, but makes a distinction between “serious misconduct” listed in sec.17 (which attracts mandatory dismissal) and “misconduct” in sec. 18 (where dismissal is discretionary). The only two types of sexual misconduct expressly listed in sec. 17 of the EEA are sexual assault and sexual relationships with learners. Relevant arbitration awards show that other types of sexual misconduct encountered in public schools are often as serious. Secondly, the failure to expressly mention more types of sexual misconduct in the EEA (for example, sexual harassment and sexual grooming) often results in charges against educators based on catch-all provisions in the EEA such as “improper conduct”. This sanitises the seriousness and high incidence of certain types of sexual misconduct. In turn, it has two detrimental effects on the effective management ofsexual misconduct. Educators who are guilty of the types of sexual misconduct omitted from the EEA are not always dismissed. It also prevents proper recording and recognition of the systemic nature of specific types of sexual misconduct. Thirdly, sec. 18(3) of the EEA provides for a range of sanctions (notably fines) between a final warning and dismissal, and for the imposition of a combination of sanctions short of dismissal. This results in educators not beingdismissed, despite being guilty of serious sexual misconduct. The article argues for the express inclusion and description – in sec. 17 of the EEA – of a broader range of types of sexual misconduct often encountered in schools and for a change in approach to how sanction for misconduct is regulated by sec. 18(3) of the EEA. This will assist role players in correctly identifying the types of sexual misconduct involved, will lead to more consistent and appropriate charges against offenders, will result in more appropriate (and serious) sanctions imposed, and will provide clarity about the incidence of different types of educator sexual misconduct as the basis for further policy responses.

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.

Exploring the teacher-learner ratio and its effect on invitational teaching and learning: A South African study

There has been a rapid growth in learner enrolment in all South African public schools. The increased number of learners per teacher has created many challenges in the quality of teaching and learning. Various authors and educationist have argued and agreed that the teacher-learner ratio has an impact on invitational teaching and learning. Invitational teaching and learning (education) was coined by Purkey and Novak to ensure a conducive learning environment. They proposed the five powerful Ps, namely, people, places, policy, programmes and procedures which, if applied effectively will ensure classroom success. In this paper a quantitative descriptive study was undertaken to investigate the effect of the teacher-learner ratio on invitational teaching and learning using a survey to 150 participants in primary schools. Data was analysed using frequency tables. The findings of this study revealed that the teacher-learner ratio has a negative impact on the quality of teaching and learning. Teachers found it extremely difficult to offer support to learners who experienced barriers to learning. Furthermore, the large class size and overcrowding had an impact on the provisioning of resources to learners. The study recommended that the post-provisioning norms for South African schools should clearly articulate 1:30 so that school principals adhere to the policy. Finally, it is also recommended that all teachers should be capacitated through a formal programme on classroom management, especially large classes.

Estimating Wasted Financial and Human Resources in the South African Public School System – a Data Envelopment Analysis

Estimating Wasted Financial and Human Resources in the South African Public School System – a Data Envelopment Analysis

Challenges of e-learning adoption in South African public schools: Learners’ perspectives

Educational technology (EdTech) plays a vital role in teaching and learning with e-learning ensuring equal access to education and continuity even when contact classes are impossible. The South African departments of education are making efforts to realize the use of technology in schools. The COVID-19 pandemic has an adverse impact on the education sector and accelerated the adoption of technology by many institutions with some shifting to distant learning to ensure academic continuity. There are various educational technologies. The aim of the study is to explore public high school learners’ perspectives on e-learning and the challenges in its adoption. Secondary data is used to draw conclusion. An interpretivism paradigm with an exploratory sequential mixed-method approach is used. The findings show that e-learning implementation needs careful consideration and planning. The results of this study indicate that lack of access to devices, the high cost of internet access, a perceived lack of interest among teachers and perceived ineffectiveness are the key challenges to e-learning adoption in South African public schools within poor communities. Addressing key challenges will ensure a successful implementation of e-learning.

Exploring financial risk management practices in selected Tshwane schools

With this study we explored financial risk management practices in public schools in selected quintile (1, 2 &amp; 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.

The management and governance conundrum in South African public schools: principals’ perspectives

The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a participatory decision-making approach) was activated when the South African Schools Act 84 of 1996 (hereinafter SASA) was implemented in January 1997. Consequently, the principal is no longer the only decision-maker in the school. The principal as the protagonist in school management and governance (implementing SGB policy) is the role-player most affected by the introduction of the participatory decision-making approach. In this article, we discuss principals’ perspectives regarding the shared participatory decision-making approach and the effects thereof on the relationship between the principal and the SGB. In this regard, it is important to note that the perceptions the two parties have of each other are established by the SGB’s encroachment on the professional management functions of the principal and vice versa. The research findings concluded that the relationship between the principal and the SGB is often a relationship characterised by tension, no trust and irrational actions by the SGB. The relationship is further influenced by the functionality or lack of functionality of SGBs as well as prevailing socio-economic conditions and SGB members’ levels of literacy. On the other hand, principals who do not adapt to participatory decision-making, and who still implement an assertive autocratic management approach, also contribute to a turbulent relationship.

Educator perspectives on the use of technology in schools in previously disadvantaged communities

Technology plays a crucial role in education and many other sectors of the economy. The national lockdown caused by the Covid-19 pandemic has made apparent the importance of technology in education, with schools that adopted technologies continuing with teaching and learning using remote means, while other schools had to wait for physical classes to resume. The benefits of technology can only be realized if technology is adopted and accepted by the users. Educators are the key players in the success or failure of technology in education. We used an interpretivist approach to explore educator perceptions on the use of technology in South African public schools. The Motivation-Opportunity-Ability model guided the development of our data collection instruments and data analysis. Purposive sampling was used to select a public high school in an underprivileged Cape Flats community. Participants were randomly selected from the school and focus group discussions and interviews were conducted. A survey was administered to triangulate qualitative data. Results show that educators are interested in using user-friendly and effective technology. This paper comes as part of a broad study on technology in education.

There but for the grace of OGOD: Religion and diversity in South African public schools

South Africa’s doctrinal approach to religion in public schools allows for circumscribed space for religious observances, while protecting diverse and minority interests. In Organisasie vir Godsdientse-Onderrig en Demokrasie v Laerskool Randhart [2017] ZAGPJHC 160; 2017 (6) SA 129 (GJ), the High Court held that a public school cannot promote that it adheres to only one religion to the exclusion of others. The judgment placed weight on the value of diversity, which affirms inclusivity and difference in a pluralist society. While diversity is normatively significant, the court’s preference for it is consistent with an ongoing judicial trend that favours reliance on generalised norms over concrete provisions. This leaves open important questions as to how particular religious policies and observances at a school level should be tested within a local context, and the meaning to be given to constitutional requirements that religious observances at state or state-aided institutions be free, voluntary, and conducted on an equitable basis. Five years after that judgment was handed down, these debates are of renewed importance, with legislative amendments currently before Parliament that would require a public school’s code of conduct to take into account the diverse cultural beliefs and religious observances of learners.

The Role of ICTs in South African Public Schools' Athletics during the COVID-19 Pandemic

The Role of ICTs in South African Public Schools' Athletics during the COVID-19 Pandemic