ResearchSpace
ResearchSpace is the institutional repository of the University of KwaZulu-Natal, unlocking knowledge, empowering impact, and preserving UKZN's research legacy.
Recent Submissions
Primary school teachers’ stories of acknowledgement and their personal and professional identities.
(2025) Vorajee, Khadija.; Ramrathan, Prevanand.
This study on Primary School Teachers’ Stories of Acknowledgement and Their Personal and Professional Identities explores the narratives of primary school teachers in relation to their lived experiences of Teacher Acknowledgement and the way in which it shapes their personal and professional selves. This leads to the underpinning research question: What are teachers’ lived experiences of acknowledgement in primary schools? Set against the backdrop of a narrative inquiry approach, the study is framed by Axel Honneth’s (1995) theory of recognition, and is further supported by discourse analysis and semiotics as theories to understand how recognition or the lack thereof is ensconced within everyday school contexts. The South African primary school setting, where various structural and social factors influence the teachers’ experiences of recognition and identity, provides the location within which the study is based. Employing a qualitative approach and an interpretivist paradigm, a purposive sample of four level one teachers from the greater Durban area of Verulam and Ottawa, engaged, via online and in-person interactions in arts-based activities, selecting either letter-writing, collage inquiry or object inquiry, followed by unstructured interviews to uncover their narrative realities about Teacher Acknowledgement. Narrative analysis, followed by analysis of the narratives itself served as the data analysis method employed. The stories revealed that acknowledgement, or its absence, significantly shaped their personal and teacher self, their ideas of belonging and their proficiency in work practices. Recognition by various stakeholders such as teachers, learners, management and within broader community circles manifested as integral to teachers’ sense of self. In contrast, stories of misrecognition gave way to emotional instability, feelings of low self-worth, and an erosion of the teacher’s professional roles. The study reveals that teachers’ identities are not fixed, but fluid-like and constantly evolving and moulded by relational and discursive engagements. It also focuses on emotional investments that mirror the yearning for recognition in sites wherein acknowledgement is largely unreliable or non-existent. In highlighting the teacher’s voice and their storied experiences of acknowledgement, the study paves the way for continuous discussions on the formation of teacher personal and professional identity, teacher well-being and the inferences surrounding recognition in schools. The findings argue towards systemic movements about how recognition is engaged within the school context, implying that authentic acknowledgement is not merely an ethical essentiality but a formal imperative for teacher retention and a call for a complete educational overhaul.
Exploring the relationship between selfconfidence and academic performance in Pinetown District High Schools.
(2024) Sampson, Nicolene Jade.; Malema, Dipolelo Rossly.
Self-confidence (SC) and academic performance (AP) are crucial educational constructs. SC has been reported to empower individuals, enabling them to tackle challenges, persevere through setbacks, and pursue their goals with assertiveness and resilience. In contrast, AP has been reported to boost learners’ self-esteem. Both are influenced by factors such as family background, school environment, and teaching quality. Although there has been an increasing interest in the relationship between SC and AP in the past decade, their relationship has not always been shown to be uniform across individuals and contexts. Using a mixed methods research approach, this study explores the relationship between self-confidence and academic performance among high school learners in KwaZulu-Natal, and the study addresses a critical gap in the existing literature. Quantitative data from questionnaires administered to a diverse sample of 94 high school learners and qualitative insights obtained through interviews with 10 teachers were employed to generate data. Statistical techniques such as correlation and regression analyses were performed to identify patterns and trends in the relationship between self-confidence and academic performance. Meanwhile, thematic analysis was used to formulate themes on factors influencing learners' confidence and educational outcomes. Findings indicate a significant positive correlation between selfconfidence and academic performance. Socioeconomic background emerged as another influential factor, with students from supportive and resource-rich environments displaying higher levels of self-confidence and better academic performance. Additionally, the study found that effective teaching practices, such as encouragement and constructive feedback, played a critical role in fostering self-confidence and academic success. Recommendations include equipping teachers with strategies to boost SC and promoting collaboration among stakeholders, including parents and policymakers. These insights guide teachers and policymakers in fostering confident, motivated learners.
An exploration of parental support during the Coronavirus pandemic lockdown: Learning from the nature, form, possibilities and constraints in supporting their child’s education.
(2025) Ntshobo, Unathi.; Ramrathan, Prevanand.
The COVID-19 pandemic has impacted and led to major disruptions in South Africa and worldwide. In the context of education, the pandemic altered the methods of learning for learners, as educational institutions had to transition to emergency remote learning as a substitute for traditional face-to-face learning methods. With this transition, parental support became crucial, as learners were now required to continue with their education from home. However, many parents faced new challenges stemming from both the pandemic and existing socioeconomic factors, heightening their support for their children's education. A total of eleven people were chosen as participants through purposive sampling and maximum variation. The data was generated through semi-structured interviews using a multiple-case study design and analysed using thematic analysis. The study was guided by Epstein’s (1995) Framework of Six Types of Parental Involvement and Hoover-Demspey and Sandler's (1995) model of parental involvement process. The study's findings indicate that the COVID-19 pandemic created unique challenges, which challenged pre-existing school practices and led to the emergence of new norms and educational processes that redefined teaching and learning environments, as well as parental support. Parents would benefit from this study as it provides an expanded notion of parental involvement and would then be able to better understand the needs of their child in supporting their education. They would also be able to plan ahead and make provisions for the things needed to support their child’s education.
Primary school teacher reflections on their competency to teach reading to learners with special needs.
(2025) Ramlakan, Kajol.; Philipp, Anja.
Reading is vital for both the academic success and personal development of learners, beginning at the primary school level. A strong association exists between teacher competency and learner achievement, particularly in reading. Teachers are expected to possess a deep understanding of reading instruction strategies and demonstrate the ability to adapt these strategies to accommodate the diverse learning needs of all learners, including those with special needs. However, challenges such as limited resources, insufficient training, and a lack of administrative or parental support can hinder the development and application of these competencies. This may result in diminished teaching efficacy and adversely affect learner outcomes. This study explored primary school teachers’ reflections on their competencies in teaching reading to learners with special needs in South Africa. Grounded in Schön’s theory of reflective practice, the study emphasised how reflective thinking enhances self-awareness, problem-solving, and the ability to adapt instruction in response to learners' needs. A qualitative multiple case study design was employed, involving four primary school teachers from a single school. Data were collected through semistructured online interviews and analysed thematically. Findings revealed that teachers demonstrated key competencies such as differentiating instruction and adapting strategies to support diverse learners. While participants believed they were competent in facilitating reading development, they reported limited external support, particularly from parents and the Department of Education. Teachers emphasised the importance of intrinsic motivation and a genuine passion for teaching learners with special needs, as well as the need for ongoing professional growth. The study highlights the critical role of reflective practice in fostering teacher adaptability and effectiveness in inclusive classrooms. Implications point to the urgent need for systemic support, targeted professional development, collaboration among teacher, and stronger parental and institutional involvement. It is recommended that the Department of Education implement structured, sustained support for teachers through collaborative training programs and mentorship initiatives. Such interventions can empower teachers to enhance their competencies and better support learners with special needs, ultimately improving literacy outcomes at the foundational level.
Fumonisin B1 induces oxidative stress, mitochondrial dysfunction, mitophagy revention and DNA hypermethylation in C57BL6 mice lung tissue.
(2024) Govender, Anthia Camara.; Chuturgoon, Anil Amichund.; Ghazi, Terisha.
Fumonisin B1 (FB1) is acknowledged as the most toxic variant of the Fusarium mycotoxins, largely due to its prevalence as a major naturally occurring fumonisin in agricultural products. The consumption of FB1 is associated with significant health risks for humans and animals. FB1 induces mitochondrial toxicity through the disruption of the mitochondrial electron transport chain (ETC), leading to mitochondrial membrane depolarization and an increase in reactive oxygen species (ROS) production. The aim of this investigation was to examine the mitochondrial toxicity in the lung tissue of mice treated with FB1 for 24 hours, along with the effects of FB1 on oxidative stress, mitophagy, and global DNA methylation. C57BL/6 mice (n=5/group) were orally administered 0.1 M phosphatebuffered saline (PBS) or 5mg/kg FB1 for 24 hours. Thereafter, the lungs were harvested, and RNA and protein were extracted. The TBARS assay was employed to measure lipid peroxidation. qPCR was used to corroborate the mRNA expression of oxidative stress-related genes [superoxide dismutase 1 (SOD1), superoxide dismutase 2 (SOD2), nuclear factor erythroid 2-related factor 2 (Nrf2), catalase (CAT) and glutathione peroxidase (Gpx)], mitochondrial stress mitigating and mitophagy related genes [sirtuin 3 (Sirt3), Lon peptidase 1 (Lonp1), PTEN-induced kinase 1 (Pink1), sequestosome 1 (p62), and Parkin] and DNA methylation-related genes [DNMT1, DNMT3A,DN MT3B and methyl-CpG-binding domain (MBD2)]. Western blot was used to establish the protein expression of SOD2, CAT, Sirt3, Lonp1 and Parkin. Global DNA Methylation was assessed by ELISA. Malondialdehyde (MDA) was significantly upregulated (p<0.0001) in the lung tissue of FB1- treated mice. Further, there was a marked decrease in the expression of antioxidant defence-related genes, including Nrf2 (p<0.0001), SOD1 (p=0.0003), and Gpx (p=0.0004). Additionally, there was a notable decrease in both the gene (p<0.0001) and protein (p<0.0001) expression of CAT, while SOD2 gene (p=0.7454) and protein (p=0.7141) expression did not show significant variation in the lungs of the treated mice, when compared to the controls. In terms of the mitochondrial stress response, FB1 significantly increased Sirt3 transcripts (p=0.0244) and protein expression (p=0.0001), coupled with a significant decrease in Lonp1 gene (p<0.0001) and protein (p<0.0001) levels. Moreover, following FB1 treatment, significant reductions were observed in the expression of Pink1 (p<0.0001), Parkin(p =0.0162), and p62 (p<0.0001) genes, alongside a significant decrease in Parkin protein (p<0.0001) expression. Finally, a significant increase in both global DNA methylation (p=0.0018) and expression of DNMT3A (p=0.0082) and DNMT3B (p=0.0047) was noted; DNMT1 (p=0.1521) and MBD2 (p=0.6934) expressions showed no significant change in the lung tissue of FB1-treated mice, relative to controls. FB1 disrupted mitochondrial function and inhibited mitophagy in mouse lungs. Furthermore, it induced oxidative stress, that contributed to mitochondrial toxicity and global DNA hypermethylation.