South African Schools Research Articles

Exploring the Experiences of Teachers in Integrating Technology into Teaching English in Rural Primary Schools in South Africa

The integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to engage deeply with content and promotes authentic learning. The TPACK theory was used in this study to examine how South African primary school teachers in rural areas of Limpopo integrated technology into the teaching of EFAL in schools. The study adopted an interpretive paradigm and followed a qualitative research approach. A case study research design was also used. Data was collected from five primary schools, following purposive sampling to select 11 participants. The researchers used semi-structured interviews to collect data from the participants. It was found that most teachers in Limpopo primary schools cannot use technology in the classroom. The study further revealed that the schools could not afford the cost of internet connectivity. Even though some participants demonstrated that they could use technology for teaching and learning, they could not integrate it for effective participation in the classroom. The study concluded that the use of technology for teaching EFAL promotes quality teaching and learning and could also improve authentic learning. It is therefore recommended that teachers and learners be trained on how to use technology as part of the teaching and learning process. Moreover, the study recommended that higher education institutions and other stakeholders strengthen technological support to schools, for the effective teaching of EFAL and other subjects. This study offers stakeholders of the education system with guidelines on how to use technology for teaching and learning. Keywords: Authentic Learning, English First Additional Language, Pedagogy, Rural Schools, Technology

Unhealthy food outlets and outdoor advertisements in urban South African primary school students' food environments.

Children's exposure to outlets selling, and outdoor advertisements marketing, unhealthy foods is an important risk factor for obesity. Yet few policies address the food retail and/or outdoor advertising environment, and research about children's perceptions is limited, especially in low- and middle-income countries. We used a participatory, multimodal visual/verbal approach to explore urban-dwelling South African primary school students' perceptions of unhealthy food outlets and outdoor advertisements they encountered on their journeys to school. Forty-one grade 7 students aged 11-14 years participated in drawing and/or photography activities and elicitation discussions. A mixed-methods, triangulated analysis involving the content analysis and extraction of data from research artefacts (33 journey to school drawings and 10 food advertisement photo collages) and thematic analysis of discussion transcripts was conducted. Drawings depicted 175 food outlets, two-thirds (64%) of which sold only unhealthy foods and 125 advertisements, most of which marketed unhealthy food. Unbranded, deep-fried foods prepared and sold by informal traders and independent shops were prominent. Informal and independent traders also sold unhealthy branded foods. Advertisements were primarily for unhealthy foods, especially branded, sugar-sweetened beverages. Participants thought extensive advertising bans, regulation of the sale of unhealthy food to children and other measures were needed to promote children's health in urban contexts. The results point to the need for food system-wide approaches that address multiple commercial determinants of health, including 'big food' advertising, unhealthy food sales by informal and independent traders and programs to address socio-economic influences such as poverty, unemployment and parents' poor work conditions.

Physical education, school sport and Olympic values as fundamental rights in South Africa

South Africa is one of few countries where Physical Education (PE) is not taught as a stand-alone subject in public schools. The passion for sport in the country, and the lack of (or poor quality) PE for South African children and youth, creates a huge imbalance and a deficit for their physical, mental, emotional and spiritual development. This article addresses both past and existing challenges and argues for the reintroduction and establishment of PE as a subject in South African schools. The research findings highlight the need for policy advocacy and policy review, increased communication and active support to ensure PE is implemented across all schools. It also emphasizes the necessity of developing norms and standards for Non-Governmental Organizations (NGOs) offering sport development and peace programs and for the training of PE and sports teachers and coaches to include values-based approaches such as the Olympic Values Education Project (OVEP) of the International Olympic Committee (IOC) into their teaching repertoire.

Conceptualising Inclusive Education: Insights from South African Primary School Principals

This study explores the understanding of inclusive education by principals in South African primary schools. It draws on in-depth research and reflective engagements over the past 30 years on the implementation of inclusive education in South African schools. Although the South African government introduced and adopted various policies, understanding the concept of inclusive education in the education sector remains contentious. This research focusses on understanding the principles and practices of inclusive education in schools, ensuring that all students have equal access to learning opportunities. Research objectives have been sharpened to investigate the implementation of inclusive education, accommodating different types of learners, and strategies used to promote a supportive learning environment. A qualitative case study design was used in the six primary schools in the uMgungundlovu district, South Africa, to encourage a deeper understanding of inclusive education as a concept within general education. The data collected were analyzed using content analysis. By examining various aspects of inclusive education, this study uncovers the essential role of educators in fostering an inclusive classroom culture that satisfies the diverse needs of all learners. The study concludes that inclusive education involves holistically teaching all learners by implementing differentiated instruction with adequate support for diverse learners. The findings of the study have practical implications for the education sector, as they highlight the need for intensive training in higher education institutions to bridge the gap in understanding and practice of inclusive education, underlining its urgency and importance.

Optimising school leadership development for 21st-century learning: An in-depth analysis of South African private secondary schools in KwaZulu-Natal

There have been significant and rapid improvements in information and communication technology (ICT) since the early 1990s. Subsequent global changes have increased with the onset of the Fourth Industrial Revolution and have dictated pedagogical transformation. Many countries have moved from traditional approaches of education to 21st-century Learning (21CL). 21CL is ICT-aligned, inquiry-based, and includes the development of affective abilities. School leadership influences all structures and individuals directly in a school. It has the potential to be one of the cornerstones of the paradigm shift to 21CL. I investigated how school leadership is developed to facilitate 21CL and how it can be improved. I required quantitative and qualitative data to achieve the research objectives. Therefore, I adopted a mixed methods research approach that is underpinned by the positivist and interpretivist paradigms. I used a case study design. The data collection methods I employed were questionnaires, semi-structured interviews, and focus group interviews. Phase one of the research involved the quantitative data collection from twenty-five schools, of which five schools were purposely sampled for the second qualitative phase. The use of transformational leadership, strategic leadership, system leadership, and ecological leadership in enacting 21CL featured prominently in the reviewed literature. However, the research findings show that, largely, these four leadership theories were not incorporated in leadership development in South Africa. The results also show that school leadership development specifically designed for 21CL, was limited. The leadership training that is available focused more on administrative tasks instead of on leadership theories and skills to facilitate 21CL. I recommend that further research be conducted in both private and public schools in other South African provinces.

The promise and peril of Coding & Robotics education in South Africa: A scoping review of teacher preparation and generative artificial intelligence's potential for delivering equity

Integrating the Coding & Robotics (C&R) subject in South African schools signifies the nation's commitment to Fourth Industrial Revolution preparedness. However, challenges like inadequate teacher preparation and limited technological infrastructure must be addressed to ensure equity. Although Generative Artificial Intelligence (GenAI) may not address the infrastructural deficiencies directly, in this scoping review we examine its potential to complement existing resources and support teachers in delivering C&R instruction. Following Arksey and O'Malley's framework, we conducted a systematic literature search in numerous databases, followed by a screening procedure: 10 of the 61 eligible papers satisfied the inclusion criteria. Our findings reveal that GenAI can optimise C&R teacher development through personalised learning, content generation, feedback on teaching methods, and fostering collaboration with other teachers. Despite its potential, issues including equity, ethical concerns, technological fluency gaps, and overreliance on GenAI tools, must be navigated to enhance equitable C&R instruction and prepare learners for the digital era.

Knowledge and uptake of contraceptive and other sexual reproductive health services among in-school adolescents in three South African townships: Baseline findings from the Girls Achieve Power (GAP Year) Trial

Background South African adolescents experience barriers to sexual and reproductive health (SRH) knowledge and uptake. This study provides insight into contraceptive and other SRH service knowledge, perceptions, and uptake among adolescents in high HIV prevalence settings. Methods A baseline cross sectional survey was conducted among 3432 grade 8s enrolled into the Girls Achieve Power (GAP Year) trial from 26 public high schools across three South African townships (Soweto, Thembisa and Khayelitsha) (2017 - 2018). An interviewer-led survey collected information on SRH knowledge and perceptions; an audio computer-assisted self-interviewing technique gathered SRH service uptake. Descriptive analysis indicates frequency distribution of socio-demographics and knowledge, uptake and perceptions of SRH services. Chi-square test tested for associations between age and sex and selected variables that measure SRH knowledge and uptake. Results In total, 2383 participants completed both survey components. Of these, 63.1% (n=1504) were female and 81.4% (n=1938) aged 12-14. Almost a fifth (18.3%, n=436) had ever had sex and less than 1% had accessed SRH services in the last year. Of the 157 females who had ever had sex, 50.9% had ever used contraception. Of those who had sex in the last three months, 59.0% reported using a contraceptive method. Condom use was inconsistent: almost all females said they had not used or could not remember if a condom was used at last sex. Conclusion This paper contributes to the evidence strengthening learner SRH education, including the national Integrated School Health Programme. Key themes include the need for age-appropriate, differentiated comprehensive sexuality education (CSE) for the range of ages found in the same grade in South African schools. Education on different contraceptive methods, informed decision-making, and emergency contraception is key. School-based interventions should embrace integrated HIV, STI, and pregnancy prevention messages. Closer links with health services need to be constantly fostered and reinforced.

Navigating the future: Exploring in-service teachers' preparedness for artificial intelligence integration into South African schools

This study contributes to existing research on how to integrate Artificial intelligence (AI) into school systems globally. This research explores in-service teachers' preparedness for integrating artificial intelligence into schools. We conducted this research within the context of the South African school system with teachers of various specializations, including sciences, social Sciences, mathematics, and languages. Drawing on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), we gathered teachers' perspectives through eight variables of technology integration, social influence, AI ethics, attitudes, TPACK, perceived self-efficacy, AI professional development, and AI preparedness. To analyze the 430 teachers' data involved in this study, we used a structural equation modeling analytical approach with SmartPLS software version 4.1.0.0. Our results indicate that technology integration, social influence, attitudes, and perceived self-efficacy influence teachers’ preparedness for AI. However, TPACK and ethics do not influence preparing teachers to integrate AI into schools. This study further presents interesting insight based on the mediation and moderation analysis of the variables. We discuss our findings and highlight their implications for practice and policy.

Antecedents and consequences of South African female athletes' trust in the coach.

The purpose of this study was to investigate female South African school athletes' trust in their coaches in relation to their perceptions of the coaches' justice, benevolence, integrity, competence, commitment to coach, willingness to cooperate, and performance. A quantitative cross-sectional research design was used in this study. The results showed that there was a large correlation between trust in the coach and the following factors: perceived justice (r = .504, p < .01), perceived integrity (r = .511, p < .01), and perceived competence (r = .534, p < .01). Furthermore, multiple regression analysis results revealed that perceived justice was the only significant predictor of trust in the coach as it had a higher beta value (β = .17, p < .05) than the other variables. This study shows that coaches should demonstrate fairness in their decision-making by providing players with incentives, opportunities to play, friendly relationships, and places of preference.

Context in geometry in secondary school mathematics textbooks

Mathematics textbooks are commonly considered to be tools for efficient teaching and implementing change in mathematics classrooms worldwide, helping teachers to teach and learners to learn. When the content as described in the curriculum is not faithfully and relevantly represented in textbooks, learners’ opportunity is limited. Against this background, opportunity to learn Euclidean geometry was investigated by scrutinising four Grade 11 mathematics textbooks used in South African schools, using deductive content analysis. The Kurz Opportunity to Learn (OTL) Model was the theoretical foundation focusing on content coverage and the quality of tasks. In this paper, the embedding of context within geometry questions is investigated as one of the criteria in judging the quality of tasks. The study revealed that although the four textbooks covered almost all the Euclidean geometry topics in depth, contextualisation was absent, despite its ability to improve learners’ problem recognition, interpretation and understanding abilities. All the questions were intra-mathematical. With the use of contextualised tasks, possibly the real world can enter the mathematics classroom, so that the age-old learner question, “Why am I doing this?” may be answered with a demonstration of relevance.

The Exigency of ICT Resources on Teaching and Learning in South African Primary Schools

The Exigency of ICT Resources on Teaching and Learning in South African Primary Schools

Translanguaging for learning in selected English First Additional Language secondary school classrooms

Background: The unequal learning outcomes and achievement gaps in language and literacy, particularly affecting poor and working-class children in South African schools, are longstanding issues. These disparities were highlighted once again in the poor literacy results of PIRLS 2021, indicating systemic challenges within the education system.Objectives: This article emanates from a Languaging-for-Learning (L4L) project, which holistically used approaches to integrate isiXhosa home language and English to validate and engage with the learners’ linguistic repertoires to open more opportunities to learn and read multilingually.Method: The research was conducted in two Western Cape township high schools with bilingual isiXhosa and English-speaking teachers and emergent bilingual learners. Five Grade 9 teachers’ English First Additional Language (EFAL) lessons were observed and recorded in 2023. The case study focused on shifts in teachers’ take-up of translanguaging strategies in EFAL lessons and their effective pedagogical use, especially in written form.Results: The findings revealed that bilingual teachers creatively incorporated teaching practices that allowed learners to transition between languages while learning EFAL. The study further indicates that bilingual education has the potential to be a valuable pedagogical strategy in contexts where exclusive use of English impedes effective learning.Conclusion: Yet again, the findings of this study accentuate the importance of incorporating and utilising learners’ home languages into the education process. A bilingual or multilingual pedagogical approach not only enriches the learning experiences but also acknowledges the linguistic diversity within the classroom, thereby making way for more effective and inclusive education practices.Contribution: This study contributes to the understanding of how a bilingual or multilingual teacher intervention can impact English teachers’ classroom practices positively. It emphasises the importance of recognising and embracing the language resources that learners bring to the classroom, highlighting the value of a bilingual pedagogical approach in promoting effective learning outcomes.

Humanisation of the Teacher Education Curriculum and Pedagogy in South Africa: A Literature Review

A humanising curriculum cum pedagogy is an evolving terminology in the South African education space. Post-apartheid South Africa continues to struggle with her reasonably new democracy, which is still characterised by social injustice, inequity, racism, xenophobia, crime, and unemployment. A panacea for these is through a fully humanised education system. Underpinned by the Freirean humanising pedagogy theory, this review explored the state of a humanising curriculum and pedagogy in South Africa.Five search terms, "humanising curriculum", "humanising pedagogy", "humanising teacher education", "humanising andragogy", and “South Africa”, were used for the review. Journal articles, scholarly books, doctoral theses, and conference proceedings published in English and indexed in SCOPUS, EBSCO, PsyINFO, and Google Scholar formed the inclusion criteria. 29 published articles were initially identified, with only 7 articles meeting the set criteria. The review's findings and strategies for promoting a humanising teacher education curriculum and pedagogy are discussed. I surmise that a humanising curriculum and pedagogy is not fully operational in South African schools. I suggest that practical deliberative actions and efforts at enhancing its operations and manifestations be intensified to avoid making it rhetorical. It is anticipated that this paper will lead to a better understanding of and promote a humanising philosophy in teacher education that is geared towards changing the current situation in schools and equip curriculum designers and scholars, teacher educators, as well as pre-service and in-service teachers, to commit to a humanising curriculum and pedagogy in these current times. Thus, promoting a more humane philosophy and approach in the South African teacher education curriculum and pedagogy could be the first step in this transformation.

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.

The teacher’s role in teaching reading comprehension skills to Grade 9 English Home Language learners

Background: The high number of poor-performing learners in reading comprehension in South African schools is a concerning factor that calls for studies to mitigate this problem. The Progress in International Reading Literacy Study (PIRLS) of 2021 indicates that about 81% of South African Grade 4 learners who participated, failed to reach the required benchmark in the test. Research indicates that teachers are not conversant with theory and explicit teaching of reading comprehension strategies.Objectives: This study aimed to investigate the role played by teachers in developing Grade 9 learners’ reading comprehension skills in English Home Language and establishing which reading comprehension skills and strategies are taught to learners.Method: This study used a qualitative approach. Four data sets were utilised to collect data including a document analysis, a questionnaire for learners, interviews with teachers of English and lesson observations.Results: The findings of the study show that there is little guidance on how to teach reading comprehension skills. It also emerged that instead of teaching reading comprehension skills, teachers merely ‘test’ learners’ answering skills.Conclusion: This study suggests that there is a need for re-training and assisting teachers in explicitly teaching reading comprehension skills to learners. Learners may benefit from the enhanced expertise of teachers and become more proficient in reading comprehension.Contribution: The study has provided invaluable insights into the current teaching practice of comprehension skills with actionable insights for teachers, teacher educators, and policymakers to support learners’ academic success and bridge the gap between praxis and theory.

Investigating different answers to one Euclidean geometry problem: a case study of grade 12 mathematics examinations in South African secondary schools

This article investigates the tendency for distinctly different answers to a problem in Euclidean Geometry as shown in some grade 12 examination memos for secondary schools in South Africa. The study is based on a qualitative analysis of some examples in the final grade 12 examinations where solutions to specific problems are given in distinctly different forms. Both primary and secondary data were applied to the investigation. The secondary data was the literature review of studies on the problems students come across when solving Euclidean geometry problems, and the primary data was acquired from the example of a memorandum where distinctly different answers were given to the solution of a problem. The approach to the problem-solution presentation using distinctly different answers is appreciated as it broadens the understanding of problem-solving. However, does this approach not leave the markers ignorant of other solution options, thus disadvantaging the learners and denying them a pass?

The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools

Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources.

Subject Advisors’ Understanding of their Curriculum Leadership Roles for Mathematics Improvement in South African Schools

The study aimed to investigate the curriculum leadership role of Mathematics subject advisors in enhancing Mathematics education in South Africa. Using a case study design, seven Mathematics subject advisors and ten Mathematics educators were sampled from all seven districts of the Free State province. Data collection methods included in-depth semi-structured interviews, observations, and document analysis. Data analysis followed Tesch’s (1990) eight-step coding technique. The field study revealed that Mathematics subject advisors’ leadership roles encompassed providing support and guidance to educators, conducting educator appraisals, monitoring and overseeing educators’ and learners’ workbooks, mentoring, and professional development. They also handled administrative tasks findings like resource provision and paperwork using monitoring tools. While all subject advisors aimed to improve Mathematics achievement, their approaches varied. Some reviewed past strategies while others adapted based on resource availability. Individual educational philosophies also influenced their strategies. Moreover, subject advisors operate within a network that includes principals, educators, learners, and the broader context. Effective curriculum leadership depends on these interactions. Interestingly, none of the subject advisors claimed comprehensive knowledge of their subject area. Some lacked specialization in Mathematics or related fields in which they were operating. Many expressed a need for training, particularly in managing and supporting progressed learners. These findings suggest the need for a standardized model to guide leadership training for Mathematics subject advisors. Such a model could enhance curriculum leadership, thereby improving teaching practices and student performance. Future research could use these insights to develop this model. Keywords: Curriculum Leadership, Subject Advisors, Mathematics, Curriculum, Assessment Policy Statement (CAPS), Cognitive Theory

Toward promoting resilience of gender and sexually diverse youth in South African rural school ecologies

IntroductionGender and sexually diverse youth in schools experience exclusion, which detrimentally affects their ability to cope with the consequences of minority stress and may lead to absenteeism or dropout. The purpose of the study is to highlight a pressing need for inclusive policies and practices to aid in enabling LGBTQ+ learners in schools.MethodsThis paper explores how multiple systems intersect to promote a sense of inclusion and engagement within the school environment and impact the resilience of LGBTQ+ youth in a rural school setting. This paper presents findings from a qualitative interpretive phenomenological study with twelve purposively selected self-identifying LGBTQ+ youth residing in a rural South African community. Data was gathered through semi-structured interviews.ResultsThis study shows the significance of teacher emotional support, addressing homophobic bullying, moving away from gender-based uniform prescriptions and designating some school bathrooms as gender-neutral to LGBTQ+ learners' resilience.ConclusionThe findings of this study demonstrate how certain schools in rural settings employ innovative methods to support LGBTQ+ learners despite limited resources and the absence of comprehensive, inclusive policies on gender and sexually diverse learners. The findings have implications for LGBTQ+ learners in rural community schools worldwide. Future longitudinal studies could focus on how school ecologies inclusive of teachers, parents and the wider community can foster the resilience of LGBTQ+ learners, particularly in rural community contexts.

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

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