South African Schools Research Articles

Opportunity Hoarding and Elite Reproduction: School Segregation in Post-Apartheid South Africa

Abstract School integration is an important indicator of equality of opportunity and racial reconciliation in contemporary South Africa. Despite its prominence in public and political discourse, however, there is no systemic evidence on the levels and patterns of school segregation. Drawing on the literature on the post-apartheid political settlement and sociological theories of opportunity hoarding, we explain how the small White minority and, to a lesser extent, the new Black middle class monopolized access to South Africa’s most prestigious schools following the abolition of de jure segregation in 1994. Using the 2021 Annual School Survey—an administrative dataset covering all South African schools—and the 2019 Trends in International Mathematics and Science Study school survey, we find very high levels of school segregation along racial as well as socioeconomic lines. White students almost exclusively attend former White schools, have little exposure to the low-income Black majority, and are vastly overrepresented in elite public and private schools. We argue that in South Africa and other contexts with under-resourced education systems, elite capture of the few high-performing schools serves to reproduce race and class privilege.

Navigating the complexities of learning history in English in two South African schools

Despite extensive research into the intersection between English aptitude and academic achievement, the challenges that learners for whom English is not their first language face when taught history in English are still underexplored. Underpinned by Vygotsky’s sociocultural theory, this study investigates the linguistic challenges that South African learners face when taught history using the English language, and then explores how learners would want to be taught. Using semi-structured interviews and classroom observations, this phenomenological study adopting a qualitative approach generated data from 12 purposively sampled participants drawn from two rural schools. Themed findings explicate that learners had poor command of the English language used for teaching and learning, and hence misunderstood command words, lacked confidence, mispronounced words and did not read for comprehension. The learners proposed that history teachers must employ scaffolding and translanguaging approaches to enhance mastery of history concepts. These findings suggest the need for schools through the Department of Education in South Africa, and in any other countries in similar contexts, to embrace scaffolding and translanguaging as pedagogical approaches in teaching history for understanding, rather than for uniformity. These insights could inform policies and practice for the language of teaching for the history curriculum in countries that are multilingual societies.

Nothing for us without us: Student-identified approaches that can support the inclusion of deaf students in South African secondary schools

ABSTRACT Since 1994, the South African government has committed itself to transforming its entire education system with global initiatives related to inclusive education. One of these changes has seen increased support for deaf students in inclusive education settings, as deaf students are increasingly being educated in mainstream classrooms along with their hearing peers. Establishing learning environments that address the unique needs of deaf students is essential for their success but to date little research has included their voices. The aim of this study was to investigate the experiences of four deaf students, educated in mainstream secondary schools in one South African province, to understand the unique features of their learning needs. Data were collected through semi-structured interviews focused on the generation of information regarding the students’ beliefs, knowledge and feelings about their educational experiences. Participants’ responses are presented in terms of how mainstream teachers might adapt their teaching strategies, teaching materials and assessment tasks, not to dilute educational standards but to give deaf students equal opportunities to demonstrate their knowledge. Our work offers insights into how teachers and schools could implement classroom-level changes, that could perhaps contribute to systems-wide transformation in South African mainstream schools.

Ethical dilemmas experienced by school psychologists in South Africa

ABSTRACT School psychologists often face complex ethical and legal issues in their work, which become more challenging as the needs of students and school systems evolve. When faced with ethical dilemmas, it can be difficult for school psychologists to determine the best course of action, particularly when there is no clear solution. This study explored the ethical dilemmas experienced by psychologists working in South African schools in the Western Cape. The aim was to understand the ethical landscape in which they operate. The research was conducted through semi-structured telephone interviews with 16 participants, who shared 58 ethical dilemmas they had experienced. The data were analyzed using thematic analysis, identifying six themes: confidentiality, role definition, assessments and reports, workload, consent, and scope of practice. Participants utilized various strategies to manage dilemmas, such as relying on professional codes, setting boundaries, seeking supervision, and prioritizing the child’s best interests. The study highlights the complex context in which school psychologists navigate ethical issues and their impact on the types of dilemmas they face. Finally, suggestions are provided for training and practical application.

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners’ competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa’s Grade 4 learners can read for meaning.Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase.Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants.Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners.Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning.Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

Translanguaging as Transformative Pedagogy of Shakespeare in South African Secondary Schools

Despite the historical tendency to use the teaching of Shakespeare to perpetuate British colonial educational objectives, the study of a Shakespeare play remains a prerequisite for obtaining a school-leaving certificate, with English Home Language as a subject, from each of the three largest examination bodies in South Africa. Against this background, I propose the implementation of translanguaging as a transformative pedagogy of Shakespeare in South African secondary schools. This proposal is based on the results of practitioner-based research I conducted with a class of Johannesburg-based, multilingual, Grade 10 learners during the study of Macbeth. My research showed that translanguaging facilitated learners’ comprehension of Macbeth, while simultaneously empowering them to interpret the play from their own linguistic and cultural perspectives. Although the study was limited in participant numbers and duration and needs verification by further research, its results suggest the potential of translanguaging to transform the pedagogy of Shakespeare in South African schools by equipping learners to contribute to global discourses on Shakespeare with authentic and uniquely (South) African interpretations of Shakespeare’s plays.

Educators in Transition: A Case Study on the Challenges and Adaptations during Rationalisation and Redeployment

Rationalisation and redeployment of educators is a problem in South African schools and internationally. The purpose of this article is to explore the challenges and adaptations of educators during rationalisation and redeployment in public schools in Limpopo Province, South Africa. The argument is that the criteria used to declare educators redundant are not consistent. A qualitative instrumental case study was applied using social constructivism as a theoretical base. Interviews with six redeployed educators were conducted. Purposive snowball sampling was used to identify and recruit participants. Permission to conduct this study was granted by the Limpopo Department of Education. Data were coded and analysed by qualitative content analysis. Empirical data revealed that educators do not like redeployment. Educators who are declared redundant choose to resign rather than face redeployment. It can be concluded that educators face a dilemma related to rationalisation and redeployment which makes them fearful and resistant to the process. Education authorities should, thus, ensure that decision-making processes are transparent and inclusive, and should provide professional development and support to educators undergoing redeployment and rationalisation to ensure equitable and successful transitions.

Readability level of prescribed Accounting textbooks used in South African secondary schools

The results of a study that investigated the readability of three Accounting textbooks used in South African secondary schools are presented. In South African schools, textbooks remain the primary source of course content that drives the students’ learning of the subject matter. The study followed the traditions of the positivist paradigm. The Flesch reading ease score and Gunning fog index are readability measurement methods that are helpful in measuring the difficulty or challenging nature of text in the Accounting textbooks. Using them assists teachers of Accounting who have the responsibility to choose textbooks that would assist their students to make meaning of the subject matter. Three sections from each textbook were analysed: an introduction section on budgeting, analysis and interpretation section, and section on General Accepted Accounting Principles. These topics are very important in understanding the discipline of Accounting; their readability or accessibility by students play a crucial role in learning the subject of Accounting. The results showed that some textbooks are not readable, or are not straightforward and user friendly, and are thus difficult to understand and engage with. This points to these textbooks being challenging to some Accounting students, especially since to some English is their second language. The recommendations for future research are discussed. It is suggested that authors of Accounting textbooks must consider the readability of the textbooks.

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.

Intakes from healthy and unhealthy food groups and obesity among 5- to 9-year-old South African children

The global pandemic of paediatric overweight and obesity, along with undernutrition among children in low-income countries pose challenges for future health. Unhealthy dietary intake among children is of great concern(1). The aim of this study was to determine the association between intakes from healthy and unhealthy food groups and adiposity among 5- to 9-year-old South African children (n = 920). Conventional dietary intake assessment methods are burdensome; therefore, a short unquantified food frequency questionnaire was developed based on the WHO Global school-based student health survey, which focused on healthy and unhealthy food groups. The new questionnaire includes four healthy food groups (fruits, vegetables, milk, meats) and six unhealthy food groups (hot sugar-sweetened beverages (SSBs), cold SSBs, cookies, candies, salty snacks, fast foods) with five different responses of frequency of intake per week. The food groups reflect foods generally eaten by South African school children. The questionnaire was completed by the parents. Weight and height were measured and WHO BMI z-score (BAZ) was calculated(2). Descriptive statistics were reported using median and interquartile range. Frequency of intakes from food groups were compared across tertiles of BAZ using the Kruskal-Wallis test. The correlation between frequency of intakes from different food groups, and between the food groups and BAZ was calculated. The children reported similar daily intakes from the milk (35.3%), cold SSBs (33%) and hot SSBs groups (27%). Fruit (14%) and vegetables (9.6%) were consumed daily by a small percentage of children, while animal source protein foods (meat, fish, poultry, eggs) were consumed daily by 39% of children. The most frequent daily consumed snacks were salty snacks, e.g. crisps (13.2%), candy (11.1%) and cookies (5.3%), while fast foods were consumed once per week by the largest proportion of children (60.7%). Based on the WHO BMI z-scores, 15.2% of children were overweight, 4.4% were obese and 3.8% were underweight. Children in the highest two tertile groups of BAZ had a higher median weekly frequency of SSB intake (5, IQR 1,7), compared to those in the lowest BAZ tertile (3, IQR 1,7). No other differences were found between frequency of food group intake across BAZ tertiles. There was a weak positive correlation between BAZ and the frequency of SSB intake (r = 0.08, = 0.015), as well as between frequency of milk intake and frequency of SSB intake (r = 0.13, P<0.001), but a weak negative correlation between the frequency of vegetable intake and frequency of SSB intake (r = −0.08, P = 0.01). In conclusion, low fruit and vegetable intakes, combined with regular SSB intakes are evident in this group of children. The frequency of SSB intake was positively associated with adiposity, and SSB intake apparently replaced vegetable intake, but not milk intake among the children.

Enriching Professional Development in Disadvantaged Schools through the Targeting Talent Programme (TPP) Educators Enrichment Programme: Insights from Math and Science Educators

This study explores the lived experiences of educators from disadvantaged schools involved in professional development in the Targeting Talent Programme (TPP) at the University of the Witwatersrand. It elicits the perceptions of mathematics and science educators on professional development programmes. A qualitative research approach was employed, and data was collected through focus group discussions with 24 participants comprising Math and Science educators. The study’s findings indicated that acquiring the requisite knowledge and skills from participating in the programme improved the understanding of pedagogical content, skills and teaching methodologies. The major barrier besetting the realisation of educators’ professional development identified included the public-school system in South Africa characterised by resource constraints which limit educators’ innovative strategies in integrating technology into teaching and learning. The study revealed that reflection is required regarding the rules and policies regulating learners’ and educators’ use of technological gadgets. From the findings, it is recommended that designing and implementing educator professional development must be embodied within South African school policies.

Effectiveness of Blended Teaching on Academic Achievement in Organic Chemistry: A case of Grade-12 Learners from an Underprivileged South African School

In South Africa, particularly in underprivileged high schools, the unavailability of resources means that the use of traditional face-to-face teaching methods that promote passive learning is prevalent. Despite a few of these schools utilising blended teaching methods that can potentially promote active learning, research that evaluates the effectiveness of these methods in promoting academic achievement is limited. Diagnostic reports on National Senior Certificate examinations of South Africa show that Grade-12 learners perform poorly in organic chemistry. Therefore, this study which was conducted during the COVID-19 pandemic, aimed to determine how effective blended teaching methods are in fostering academic achievement compared to traditional face-to-face teaching, focusing on Grade-12 organic chemistry. In this quantitative study, using Vygotsky’s socio-cultural and Maslow’s hierarchy of needs theories as the theoretical framework, two hundred learners were randomly placed into two equal groups. Group-1 (experimental) was taught all organic chemistry concepts stipulated in the South African national curriculum using a blended teaching method while Group-2 (control) was taught the same concepts using traditional face-to-face teaching method. A standardised test (KOOCT) was administered to both groups followed by descriptive and inferential statistical analyses (independent t-tests). Findings showed that Group-1 scores (M = 41.74, SD = 19.533) were higher than those for Group-2 (M = 27.18, SD = 13.039), t (198) = 6.234, p = .00 < .05 showing that using blended teaching approach was more effective in promoting academic achievement than traditional face-to-face teaching only. The effect size (Cohen’s d=.882) ensures practical significance of the study.

Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.

Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring

Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.

Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

PurposeThis research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.Design/methodology/approachThis study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.FindingsFindings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.Research limitations/implicationsFirst, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.Originality/valueStudies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

Beyond Role Conflict and Ambiguity: A Global Measure of Role Stress among South African School Teachers

Background. Role stress is linked to reduced work performance, diminished organizational commitment, increased intention to leave a job, and negative physical and mental health effects. Given the significant implications of role stress, researchers have sought to understand and quantify the concept. The Role Conflict and Ambiguity (RCA) scales are widely utilized in job stress research as the predominant measurement tools. They were originally conceptualized as consisting of two independent dimensions: role conflict and role ambiguity. Objective. This study advances the validation research of the RCA scales by exploring its dimensionality through Mokken Scale Analysis (MSA) and Classical Test Theory (CTT). Method. South African school teachers responded to the RCA scales, Maslach Burnout Inventory, and Teaching Satisfaction Scale. Confirmatory Factor Analysis (CFA) and MSA were employed for data analysis. Results. The research determined that a second-order model provided the optimal fit, indicating that role ambiguity and role conflict are subordinate dimensions within the overarching construct of role stress. Conclusion. The findings from the CFA and supplementary bifactor indices reinforce the view that the instrument comprises 13 items, which assess a general dimension of role stress along with two sub-dimensions: role conflict and role ambiguity. Such specificity may lead to more effective strategies to mitigate role-related stress, thereby enhancing overall employee well-being, job satisfaction, and organizational productivity.

Understanding of 'generalist medical practice' in South African medical schools.

In South Africa, medical students are expected to have acquired a generalist competence in medical practice on completion of their training. However, what the students and their preceptors understand by 'generalist medical practice' has not been established in South African medical schools. This study aimed to explore what the students and their preceptors understood by 'generalist medical practice'. Four South African medical schools: Sefako Makgatho Health Sciences University, University of KwaZulu-Natal, Walter Sisulu University and the University of the Witwatersrand. The exploratory descriptive qualitative design was used. Sixteen focus group discussions (FGDs) and 27 one-on-one interviews were conducted among students and their preceptors, respectively. Participants were recruited through purposive sampling. The inductive and deductive data analysis methods were used. The MAXQDA 2020 (Analytics Pro) software was used to arrange data, yielding 2179 data segments. Ten themes were identified: (1) basic knowledge of medicine, (2) first point of contact with all patients regardless of their presenting problems, (3) broad field of common conditions prevalent in the community, (4) dealing with the undifferentiated patient without a diagnosis, (5) stabilising emergencies before referral, (6) continuity, (7) coordinated and (8) holistic patient care, necessitating nurturance of doctor-patient relationship, (9) health promotion and disease prevention, and (10) operating mainly in primary health care settings. The understanding of 'generalist medical practice' in accordance with internationally accepted principles augurs well in training undergraduate medical students on the subject. However, interdepartmental collaboration on the subject needs further exploration.Contribution: The study's findings can be used as a guide upon which the students' preceptors and their students can reflect during the training in generalist medical practice.

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.

Girls’ experiences of cellphone porn use in South Africa and their accounts of sexual risk in the classroom

Violence remains a persistent challenge in South African schools, prompting investigations into underlying risk factors and mitigation strategies. However, an under-explored aspect of this violence is the potential link between the consumption of Internet porn via cellphones among girls and boys, and girls’ risks to sexual violence inside the classroom. To address this gap, we used focus group discussions with 14–17-year-old South African girls to examine their experiences of porn access via cellphones and their accounts of sexual violence at school. The study illuminates the nuanced ways in which the girls experience risks and express agency. First, the girls illustrate a link between sexual harassment and boys accessing porn on their cellphones during class. Second, the findings show how girls negotiate their sexual agency and safety through contesting sexual violence. Third, there are conflicting views about porn: while some girls admitted liking and viewing porn, others objected to it as harmful and degrading. Finally, this study offers crucial insights into strategies to create safer school environments and gender equality by drawing attention to the intersections between cellphone porn consumption, sexuality, and girls’ negotiations of sexual agency amidst sexual risk in the classroom.

Pedagogical beliefs of South African physics teachers for inquiry approaches

This study explored the pedagogical beliefs held by South African physics teachers towards inquiry approaches. A significant curriculum goal of school science in most countries is for learning to happen through inquiry. A similar goal is expressed in the South African school science curriculum. The findings of a quantitative survey that was administered to 166 teachers showed that teachers reported having a predominantly constructivist pedagogical belief suggesting a tendency to facilitate students’ construct of knowledge through their experiential learning. To a lesser extent, teachers exhibited a traditionalist belief that is teacher-directed and lends itself to transmission of knowledge. In investigating the relationship between pedagogical beliefs and orientation towards inquiry-based teaching, it was found that teachers who have a constructivist belief favour guided inquiry and open inquiry. Teacher who possess a traditionalist beliefs have a tendency for direct epistemic approaches such as didactic direct or active direct.