Masters Degrees (Education Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7176

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Integration of educational technology resources in the teaching of grade 10-12 life sciences.
(2025) Thela, Zothani Minenhle.; Sokhulu, Lerato Hlengiwe.
The use of Educational Technology resources has brought numerous benefits in the education system such as enhancing the teaching and learning process. Furthermore, integrating educational technology resources fosters inclusive education and offers an engaged learning environment where learners acquire the 21st century skills relevant in this digital age. This study explored the integration of Educational Technology resources in the teaching of grade 10-12 Life Sciences. The study was carried out in four different high schools in the urban, rural and township of Eshowe town. This qualitative case study adopted the interpretive paradigm, involving four teachers purposively and conveniently selected. The study used reflective activities, one-on-one semistructured interviews and observations to generate data. The generated data was analysed using thematic analysis. The emerging themes formed the main findings of the study. In addition, Connectivism was employed as a philosophical lens to guide this study. The findings of the study indicated that participants integrated similar hardware and software resources to teach Life Sciences. These included textbooks, overhead projectors, anatomical models, charts, laptops, videos and WhatsApp. The findings further reveal that participants were integrating these successfully in conjunction with the whole-class strategy but for different personal reasons. For instance, while some participants were using textbooks for assessing, others used them for visuals, and while other teachers were using OHPs to display notes some used them to display videos or pictures. Based on the study findings, it is recommended that teachers be equipped with more knowledge of other software and hardware resources such as YouTube, and apparatus. In addition, the study also recommends that teachers draw from the curriculum policies to integrate relevant educational technologies as formally prescribed.
Reflections on first year teaching by second year novice teachers.
(2024) Viljoen, Joranda.; Amin, Nyna.
The transition from novice to experienced teacher presents many challenges, notably during the induction phase, which significantly influences a teacher’s career trajectory. This study explores the experiences of second-year novice teachers, focusing on their reflections on their first year of teaching. novice teachers often face a stark reality shock as the classroom environment often differs from their expectations, with large class sizes, diverse student needs, and varying levels of resources across different school environments. A qualitative research design, rooted in the interpretive paradigm, was employed, using semistructured interviews and a single focus group discussion. Seven second-year teachers, who graduated from a private educational institution, participated in the study. The research aimed to identify the range of experiences, both positive and negative, that these novice teachers encountered, including the challenges they faced, the coping strategies they employed, and the support system that fostered their professional development. Key findings revealed a significant reality shock experienced by novice teachers due to the disparity between theoretical training and the practical demands of the classroom. Effective mentorship and professional development programs were identified as vital support systems that enhance novice teachers’ confidence and teaching efficacy. Moreover, the study revealed a plethora of positive experiences, such as supportive relationships and collaborative environments, which served as indispensable sources of emotional and professional support. Participants reported that mentorship and professional learning communities were invaluable in improving their classroom management skills and overall teaching competency. The implications of this research highlight the imperative need for effective support structures such as mentorship programs and professional learning communities to help novice teachers navigate the complexities of their early teaching years. Additionally, the findings stress the significance of improving training programs to better prepare novice teachers for the realities of the classroom. These recommendations are intended to promote teacher retention and optimise educational outcomes in South Africa.
A systematic review of the literature on the preparation of preservice teachers for english first additional language teaching.
(2023) Nkala, Nomfundo Philile.; Amin, Nyna.; Dhunpath, Rabikanth.
Pre-service preparation programmes for English First Additional Language (FAL) teachers are designed to ensure they graduate with the skills and expertise to become competent teachers. So, when teachers in service feel inadequate, one must investigate the character of preparation programmes to gain insight into what they entail and solutions to ensure that teachers are adequately prepared when they enter the world of work. This study investigates how pre-service English teachers are prepared for English FAL teaching. A systematic review of the literature was conducted to discover studies from 2010 to 2020 pertinent to pre-service English teachers’ preparation programmes for English FAL teaching. Fifty studies from Australia, Cyprus, Germany, Indonesia, Japan, Malaysia, Myanmar, Philippines, Saudi Arabia, Turkey, United Kingdom, United States, and Vietnam met the inclusion criteria of this study. These studies were qualitative, quantitative, and mixed methods (qualitative and quantitative, concurred, convergent parallel). Data extraction sheets were used as a quality assessment tool to extract information later presented in tables and flowcharts, and thematic synthesis was used to analyse data. Results indicate that preparation programmes for English FAL teachers train pre-service teachers for classroom management, assessment practices, teaching and learning approaches and provide them with pedagogical content knowledge. Findings also indicate that pre-service English preparation programme objectives were rarely recognised in some institutions, which brought challenges to pre-service teachers during their practicum. The study concludes that pre-service teacher preparation programmes provide extensive theoretical training on coping when in service but do not adequately prepare them practically due to insufficient time to complete teacher practicum. Also, different qualifications are required to become a teacher in different countries. The study recommends that the practicum period be extended for greater exposure to natural classroom environments and that the qualification requirements be uniform so that teachers are adequately prepared to teach in different school contexts. Pre-service teachers must be exposed to speaking and presenting (approaches that also emphasise orals), so they do not get overwhelmed in crowded classrooms.
Inclusion in mainstream primary schools: educators’experiences in Cornubia.
(2024) Bajalall, Ashmitha.; Ndinisa , Sibusisiwe.
This study intended to explore the primary school educators’ experiences of implementing inclusion in a mainstream school in Cornubia, located in the province of KwaZulu-Natal, South Africa. The study was conducted by the interpretivist paradigm, using a qualitative approach. The sample for this study was purposefully selected, using 4 educators from a selected primary school in the Cornubia area. Semi-structured interviews and a focus group discussion were instruments that were used to generate the necessary data to gain insight on how educators experience the implementation of inclusive education in their school. Themes and sub-themes were generated as an employment of content analysis for this study. The study revealed that educators have similar experiences when implementing inclusion in a mainstream school. It was further perceived by the educators that the implementation of inclusive education was challenging, given the lack of resources and facilities, higher learner enrolment leading to overcrowded classrooms, poor infrastructure and inadequate training and support. The findings of this study highlights the continued professional training and development of educators in the inclusive education sector. Furthermore, the Department of Education should consider the provision of relevant resources and work on the improvement of facilities and infrastructure for the development of inclusive education in mainstream schools. This, could in turn, subsequently offer additional support and encouragement to these educators, enhancing their confidence and experiences in implementing inclusive education. The main focus of all schools is to offer a safe, inclusive and fruitful learning environment for both educators and learners and this is how we expect the future to look like.
Teaching grade 10-12 dramatic arts during and post Coronavirus pandemic: Teachers’ experiences.
(2023) Mbona, Simphiwe Christian.; Mpungose, Cedric Bheki.
The Coronavirus pandemic has brought numerous challenges to the educational system, affecting the teaching and learning process. The sudden shift of teaching methods, approaches and use of technology has brought unfamiliar experiences for teachers. This study investigated Dramatic Arts teachers’ experiences in teaching grade 10-12 Dramatic Arts in four secondary township schools in Phoenix circuit during and post Coronavirus pandemic. The main aim was to explore the teachers’ experiences of teaching grade 10-12 Dramatic Arts during and post Coronavirus pandemic. Furthermore, the study was located withing interpretive paradigm and qualitative case study was adopted. The study used one-on-one semi-structured interviews and reflective activity as a data generation method. This study also adopted a thematic qualitative data analysis with a deductive and inductive reasoning approach. Furthermore, a technological, pedagogical, and content knowledge (TPACK) theoretical framework was used to guide this study. In addition, Credibility, dependability, transferability, and confirmability was addressed to ensure trustworthiness of this research. Moreover, this study was structured into 6 chapters; Chapter 1 (Overview, context and background); Chapter 2 (Literature review); Chapter 3 (Curriculum issues and theoretical framework); Chapter 4 (research design and methodology); Chapter 5 (data presentation and analysis); Chapter 6 (summary, recommendations and conclusions). In addition, the findings of this study indicate that there were three levels of experiences (structured experience, semi-structured experience and self-structured experience) that drove Dramatic Arts teachers when they were teaching grade 10-12 during and post Coronavirus pandemic. The findings further indicate that Dramatic Arts teachers’ teaching experiences of teaching grade 10-12 during and post Coronavirus were informed by varying challenging experiences, which pushed them to draw from one or two levels of experiences in separation from the others which caused weakness in addressing the teaching and learning needs. Therefore, the study recommends that the Department of Basic Education (DBE) should provide a proper training and support for Dramatic Arts teachers to strengthen their missing semi-structured experience. Also, Dramatic Arts CAPS needs to improve in terms of catering different teaching environments like online. This way, Dramatic Arts teachers may be able to unite their structured experience with semi-structured experience and self-structured experiences to better align with the varying needs of teaching.
Rural school learners’ experiences of social media bullying: a narrative inquiry.
(2024) Myeni, Sphelele Ncebo.; Hlalele, Dipane Joseph.
The purpose of this study was to explore rural school learners’ experiences of social media bullying which is a worldwide problem presenting a variety of negative experiences to learners, including those in rural areas. Therefore, this requires rural school learners to be proactive, cautious, and vigilant to combat bullying on social media platforms may affect their physical, emotional, and psychological wellbeing. Since the experiences of rural school learners concerning bullying on social media platforms remains under-researched, this narrative inquiry contributes to bridging this gap by dissecting the narratives of rural learners to emerge with incisive insight and strategies to mitigate social media bullying. Bronfenbrenner ecological theoretical framework underpinned this study which adopted a qualitative interpretivist paradigm which was found suitable for exploring rural school learners’ experiences of social media bullying and its effects. This qualitative narrative inquiry research design elicited data by conducting narrative interviews involving five rural school learners from the same school who were purposefully sampled. Thematic analysis was then applied to dissect the collected data. Six themes emerged from this analysis. The findings suggested that Facebook and WhatsApp platforms were mainly utilised by rural school learners to bully each other because of jealousy, boredom, and lack of knowledge which impaired victims physically, emotionally, and psychologically. Recommendations emanating from the findings were aligned to the training of learners on how to deal social media bullying, how to prevent being vulnerable to social media bullying, and learners can educate and assist one another to annihilate this scourge. Also, school officials should invite and collaborate with parents and teachers, the Department of Education that can appoint psychologists, psychiatrists, or counsellors, and the school community in the vicinity of the rural school, in addition to structuring school and national education policies that address social media bullying.
Experiences of adolescents transitioning into blended families from a selected high school in the Umlazi District.
(2024) Harisingh, Keiasha.; Mkhize-Mthiyane, Ncamisile Parscaline.
Research indicates that adolescents across the globe experience stressful life events such as their parents’ divorce, separation and other forms of family breakdown, which often results in them having to transition into blended families. For some adolescents, the transition process is often confusing and stressful and can affect their psychological, physical, mental, and socio-emotional health and educational achievements. The South African government and the Department of Basic Education have neglected to acknowledge or include provisions and support for blended families. This lack of inclusion is also experienced by teachers who are often ill-equipped and inexperienced to assist their learners who are transitioning into their new blended families. This study explored the experiences of adolescents transitioning into blended families and examined how they navigated their adjustment to their blended families. This study was underpinned by an interpretivist paradigm and theoretically framed by the McMaster Model of Family Functioning (MMFF). A qualitative case study design was applied, and semi-structured interviews and diaries were utilised to gather data from twelve participants at a selected high school in the Umlazi District in KwaZulu-Natal. Ethical principles, including voluntary participation, non-maleficence, beneficence and confidentiality, were ensured, and the data was analysed using thematic analysis. The findings revealed that how adolescents received their transition announcements influenced their receptiveness to their new blended families. It was also discovered that the blended families engaged in varied methods of conflict resolution and levels of family involvement that ranged from effective to ineffective in terms of their family functioning. The findings further revealed the types of support that adolescents received throughout their transition as well as their evaluation of their emotional stability and the effectiveness of their transition into their respective blended families. The study concludes that all adolescents who transition into blended families have unique experiences based on varied circumstances, and this indicates that support initiatives for these adolescents must be personalised and cater to their individual needs.
Geography teachers’ reflections on teaching topography.
(2024) Kumalo, Lucky Nhlanhla.; Shoba, Makhosazana.
In view of the scant existing research on topography teaching, this study focused on how topography is taught in South African schools and aimed to fill this gap by exploring geography teachers’ reflections on teaching topography in four schools in Chatsworth. This dissertation adopted an exploratory case study rooted within the interpretive paradigm. It explored geography teachers’ reflections on teaching topography to understand their reflections, what informs them, and what we can learn from them. This exploration therefore necessitated the use of the interpretive paradigm. The study used reflective activity and semi structured interviews to draw out teachers’ reflections on teaching topography. The convenience and purposive sampling techniques were used to select the geography teachers from whom the data to fulfil the aims of this study was generated. The study employed the guided data analysis approach to analyse the elicited data. The reflective activity and interview questions used to obtain teachers’ reflections on teaching topography were underpinned by the guiding questions of the curricular spider web concepts. The findings of this study indicate that geography teachers mainly engage in practical reflection when evaluating their teaching of topography. It appears that teachers are largely impelled by their professional rationale in their reflections. Thus, their teaching of topography is mainly guided by the prescriptions of the curriculum policy rather than their personal perspectives or societal needs. As such, teachers adhered to the guidelines of the Curriculum Assessment Policy Statements (CAPS) curriculum when deciding what to teach (content), when to teach (time) and how to teach it (teaching goals). However, the findings of this study further indicate that teachers’ compliance to the predetermined standards of the intended curriculum (professional rationale) made teachers unable to transform topography curriculum to suit learners’ needs. Therefore, it is suggested in this study that teachers draw from all three teaching rationales (personal, professional, and societal) for a balanced implementation of topography where teachers’ personal perspectives, professional knowledge, and societal needs are considered in topography teaching.
Enacting the literacy recovery curriculum in grade one: an action research study.
(2024) Ndengezi, Bonisiwe Cresencia.; Bertram, Carol Anne.
Grade One is a very important grade for each learner’s development in the education journey. This is a foundational grade that introduces learners to reading and writing and therefore provides the necessary grounding for the upcoming grades. There has been a reading challenge among learners in the school where I am a teacher, which was exacerbated by learning time losses during COVID-19. The Department of Education designed a literacy recovery curriculum as a recovery plan in South Africa for the learning and teaching time lost due to COVID-19. I observed that the Grade 1 learners struggled to recognise letters, build words and had little to no motivation to read during the implementation of the literacy recovery curriculum. The purpose of this action research study was to improve both my teaching practice and learners’ isiXhosa reading skills by systematically reflecting on my enactment of the literacy recovery curriculum in Grade 1. The action research study employed the Reading to Learn (RtL) pedagogy as an intervention strategy in Grade 1. It was situated within a pragmatic paradigm and adopted a mixed methods approach to view the phenomenon under study. There were 100 participants from the two Grade 1 classes in my school: 50 learners in each class, one class being the control class and the other being the experimental class, with myself as both a teacher and a researcher. The experimental class was my Grade 1 class, these learners received the RtL intervention strategy while the control class was the Grade 1B class which was taught by another teacher. They did not receive the RtL intervention strategy. I used three data generation methods, namely observation of my practice using video recordings, reflective journaling, and pre-and post-testing of learners’ reading competencies using the Early Grade Reading Assessment (EGRA) tool. A ‘critical friend’ observed my lessons and provided feedback on my practice. The EGRA tests show that the results of the RtL class improved slightly more than the results of the control class on the post-test. However, it cannot be claimed that this was only due to the RtL methodology. My teaching practice changed to support learners’ literacy development in a differentiated way. I created a more supportive and engaging learning environment for my learners and I noticed that the learners in my class gained confidence and more motivation for reading.
Understanding induction and mentoring experiences of novice teachers.
(2024) Naik, Kaushika Natverlal.; Bertram, Carol Anne.
Induction and mentoring are the experiences of every novice teacher entering the profession and the school. However, induction and mentoring processes are often not well implemented at the school level. Novice teachers may feel frustrated, have self-doubt, and question their future stay within the profession. This case study investigated the induction and mentoring activities of six novice teachers at a public primary school in Pinetown, Durban. Employing an interpretivist paradigm, this research sought to understand the experiences of six novice teachers in the induction and mentoring processes within the selected school, their professional development experiences, and how their experiences of induction and mentoring influenced their decision to stay or leave the profession. Using individual collages and semi-structured interviews, the findings suggest that the novice teachers did not have formally appointed mentor teachers, and that the induction process was not structured. The novice teachers experienced some form of professional development through workshops. However, they had to resort to developing relationships with their colleagues and doing their research to gain knowledge and become skilful on the job. Most participants felt that despite the experiences they endured, they would still stay in the profession. The sociocultural lens concept by Steadman (2021) explored the conflict, transition and agency that novice teachers experience. The study suggests that induction and mentoring practices need to be more structured and consider novice teachers' challenges when adapting to the school’s organisational culture to ensure a smoother transition. In addition, experienced teachers and the SMT need training for their roles in inducting and mentoring novice teachers. The study recommends further research on the experiences and changes of the selected novice teachers, and an exploration of what qualifies mentor teachers to play their roles in developing novice teachers and inducting them into their positions.
The impact of external monitoring on teachers’ work and teachers’ identities in high schools.
(2024) Mazeka, Sandisiwe Benerdette Mbalentsha.; Bertram, Carol Anne.
The South African education system aims to provide quality education to all learners. There are various methods used to ensure that teachers comply with department-set education standards in education, one of which is external monitoring. The purpose of external monitoring is to provide support and professional development to underperforming schools, enabling them to reduce learner underperformance. In the process, teachers become the centre of external monitoring. This study explores how external monitoring impacts teachers’ work and identities. The study focuses on six grade 12 teachers’ perspectives of external monitoring. This qualitative study was conducted in three high schools. These schools were purposively selected because they were underperforming schools. Data was generated from six participants using semi-structured interviews, collages, and a focus group. A conceptual framework represents the associations between accountability, teacher autonomy and teacher identities. The generated data was analysed using deductive data analysis. The data generated demonstrated that external monitoring is a two-sided phenomenon. External monitoring is a tool used by the Department of Basic Education that aims to provide support and development to underperforming schools and subjects. However, not all teachers see it as a tool that is there to support. Rather, teachers feel exposed and encounter limited teacher autonomy. Themes that emerged from the data were: teachers’ reasons for underperformance, insufficient time for curriculum coverage, teachers’ perception of external monitoring and teachers’ emotional responses to external monitoring. The findings show that most teachers find external monitoring offers limited support for teachers. Rather, external monitoring of teachers increases teacher accountability but decreases teachers’ autonomy. This, in turn, impacts teachers’ identities.
The experiences of school-based educators as mentors of pre-service student teachers: a case study.
(2024) Mhonda, Fortune.; Zulu, Free-Queen Bongiwe.
Mentoring is a learning experience through the partnership co-created by the mentor and the mentee. The role of the mentor in this partnership has always been regarded as of paramount importance for the development of pre-service student teachers. This study focused on the experiences of school-based educators as mentors of pre-service student educators enrolled in the Bachelor of Education degree programme. In an attempt to conceptualize the mentoring of selected school-based mentors, this study explored mentoring as part of the broader phenomenon of induction. The mentoring experiences provided by the school-based mentors were explored through international trends in induction and mentoring, then by contextualizing mentoring within the South African policy terrain. The interpretive paradigm was used, and a qualitative case study design was adopted. Holistic understanding was explored within the school context through conversations with participants undertaken through semi-structured interviews. Participants also created collages aimed at triggering them to put multiple realities into context when reflecting on their mentoring experiences. Document analysis was used to develop a chronology of mentoring events at the school. This study analysed mentoring practices by school-based mentors using the cognitive apprenticeship model as the conceptual framework. The findings of this study indicate that school-based mentors perform many different mentoring roles on top of their normal teaching loads. Mentors need to integrate conceptually anchored and practically anchored knowledge to provide pre-service student teachers with pedagogical competence in the real context. Furthermore, school-based mentors need to provide emotional support, constructive feedback, and modelling of good practice to create appropriate professional identities for pre-service student teachers. School-based mentors face a variety of challenges within and outside the school context. Considering that mentors need to be properly trained, the partnership between the school, university and the Department of Education needs to be improved. There should be greater clarity on the who, what and how of mentoring during teaching practice to enhance its quality and implementation. Schools need to create environments that foster professional development opportunities through the quality management system, with its focus on mentoring and coaching. The findings of this study may have implications for other programmes that use work-integrated learning in preparing pre-service student teachers.
A case study exploring professional learning of isiZulu First Additional Language teachers in Quintile five schools.
(2024) Madondo, Jabulile Thandazile Sweetbirth.; Bertram, Carol Anne.
IsiZulu is one of the most widely spoken languages in South Africa, particularly in KwaZulu-Natal. All South African learners must learn two of the official languages. In many Quintile five schools, learners study an African language as a first additional language. For example, it will be isiZulu in KwaZulu-Natal and isiXhosa in the Eastern Cape. This study explored the professional development of isiZulu first additional language teachers in Quintile five schools. The study also examined these teachers' experiences and how they support their students’ facing challenges with isiZulu. The participants were six teachers selected from various schools in the Northdale area of Pietermaritzburg, KwaZulu-Natal. Each participant had been a teacher for ten years or more and worked in Quintile five schools. The research methodology employed in the study was qualitative. Semi-structured interviews and focus group interviews were used to collect the data. Data were analysed using themes. The data were examined using Opfer and Pedder's (2011) complexity theory. This study identified four key themes. The first theme was a lack of training. Teachers argued that they didn’t have any university training. Secondly, learners lacked foundational knowledge gained from primary school and a lack of learner interest. The study also found that the shortage of appropriate teaching materials plays a massive role in teacher learning. Finally, the lack of support from school management teams and the Department of Education affects teacher learning in many ways. In light of these findings, this study produced guidelines and recommendations that address the difficulties encountered by first additional language isiZulu teachers and how they can advance their careers in Quintile five schools.
Exploring teacher learning in a mathematics cluster as a professional learning community in a district.
(2021) Dlamini, Andile Precious.; Zulu, Free-Queen Bongiwe.
The literature on professional development suggests that teacher clusters serve as an effective platform for teacher learning. This study explored teacher learning in a mathematics cluster as a PLC. It also examined the kinds of mathematics teacher knowledge learn in Siyakhula (pseudonym) and the extent to which this mathematics cluster operates as a PLC. The study is foregrounded on three conceptual frameworks; Birman, Desimone, Porter, and Garet (1999) elements of professional development; Ball, Thames, and Phelps (2008) domains of mathematics teacher knowledge and Stoll, Bolam, McMahon, Wallace and Thomas (2006) features of a professional learning community. The study is located within an interpretive paradigm. The purposive sampling was used to select the case and participants. Multiples forms of evidence were generated through semi-structured interviews, questionnaires, and document analysis. The findings of the study suggest that mathematics teachers learn formally in the workshops organised by the Department of Education and Non-Governmental Organisations. The findings have shown that teachers learn by interacting with the facilitators, other teachers and doing the tasks that were demonstrated by the facilitators. There was also learning that was taking place outside of the workshop, this learning takes place on WhatsApp group. Regarding the kinds of knowledge, the findings have indicated that the specialised content knowledge, knowledge of content and students/teaching and knowledge of content and curriculum/horizon were learnt in this cluster. The involvement of the three NGO’s in the cluster enabled teachers to learn the specialised content knowledge in the workshops. Adhering to PLCs features, the study found that the mathematics cluster displays certain features of a PLC; common vision which is based on learning to improve student learning, distributed leadership among teachers and facilitators, collaboration, individual and group learning. However, regularity of meeting, reflective inquiry and collective responsibility were unclear from the data. For the clusters to function as a PLC the study recommends that all the stakeholders including teachers, DBE and NGOs should come together to promote collaborative learning.
Exploring teacher identities and emotions in the teaching of organic chemistry in grade 12 technical sciences.
(2024) Fakude, Nomthandazo Nondumiso.; Naidoo, Jaqueline Theresa.
Organic chemistry is one of the topics taught in technical sciences, and the manner in which learners adapt to organic chemistry depends on teachers’ teaching approach. This study explored the identities and emotions of teachers teaching technical sciences in grade 12 classes in the Harry Gwala and Ugu Districts in KwaZulu-Natal, South Africa. Furthermore, this study examined how teachers’ identities and emotions influenced their teaching of organic chemistry. This study adopted Gu and Day's (2007) three dimensions of teacher identities as well as Hargreaves's (2001) emotional geographies of teaching as conceptual frameworks. This study was located within the interpretive paradigm and adopted a qualitative approach. The narratives were constructed from data generated through semi-structured interviews and collages. Five grade 12 technical sciences teachers participated in this study. The findings of this study reveal that teachers teaching technical sciences have diverse identities and mixed emotions when teaching organic chemistry. Data showed that the situated, professional, and personal dimensions of teacher identity overlapped and influenced each other. Teachers were found to have mixed emotions when teaching organic chemistry in technical science classes. Teacher emotions were influenced by the availability of resources, parental and school management team support, and teacher knowledge. This study also found that teacher emotions influenced the teaching of organic chemistry in technical sciences classes. When teachers have positive emotions about teaching organic chemistry, learners also feel eager and enthusiastic to learn and as a result, learners achieve good marks. Concurrently, if teachers have negative feelings about teaching organic chemistry, they do not feel confident to teach hence learners feel demotivated and discouraged to learn, resulting in poor performance of learners. Additionally, the trends of closeness and distance in socio-cultural, moral, physical, political, and professional geographies shape the emotions experienced by teachers through communication.
An investigation of Grade 11 teachers’ experiences of teaching English First Additional Language (EFAL) literature: a decolonial perspective.
(2024) Shazi, Xolile Duchess.; Sader, Saajidha Bibi.
This study explored the teaching experiences of six English First Additional Language (EFAL) teachers teaching literature to Grade 11 learners at two semi-rural schools in KwaZulu-Natal, South Africa. A decolonial conceptual framework was used as the lens to understand participants’ experiences. A qualitative research approach guided by the transformative paradigm as well as a narrative enquiry research methodology were used. Data was generated using individual interviews, focus group interviews and classroom observations. Content analysis was used to generate themes. The study discovered that although the Department of Basic Education (DBE) in South Africa has identified decolonisation of the curriculum as a major goal, study participants said they have never heard about it in their capacity as educators. There is no decolonisation of the curriculum training available to teachers. The study also discovered that teacher education in South African universities needs to increase both the pedagogical and subject expertise of instructors in EFAL literature. Participants also mentioned that apartheid was a major focus in the English First Additional Language (EFAL) literature curriculum. The study discovered that by not teaching African learners about indigenous knowledge, African learners are differentiated. Additionally, the best ways, according to the teachers, to teach EFAL literature are through expressive pedagogical approaches. The contextual elements that offered a persistent impediment to understanding EFAL literature included overcrowding. The results of this study will assist in raising curriculum developers' understanding of the importance of EFAL literature in achieving a decolonised literature.
Exploring learners’ understanding of environmental issues: narratives of grade 7 learners in a rural uMgungundlovu district.
(2024) Gwala, Nokulunga Lorraine.; Martin, Melanie Yvette.
Water scarcity, pollution, deforestation, and poor infrastructure represent critical environmental challenges facing developed and developing nations worldwide. These issues are particularly pronounced in rural communities, where inequalities persist between urban and rural populations. In South Africa’s uMgungundlovu Education District, such challenges are exacerbated by socio-economic disparities. Despite limited resources for disseminating information, children in rural areas fundamentally understand environmental issues and their implications for human survival. This study adopts a qualitative narrative inquiry approach within the critical paradigm to explore children’s perceptions of environmental challenges in rural settings. Data collection involved semi-structured interviews, focus group discussions, and mapping exercises with eight purposively selected participants. Findings indicate that children possess a nuanced awareness of environmental issues, recognising the impact of deforestation and pollution on the natural ecosystem and human well-being. They also demonstrate an understanding of societal inequities, including marginalisation and exclusion experienced by rural communities. Key factors contributing to environmental degradation include the unsustainable use of natural resources, such as wood for fuel, and inadequate waste management practices. Moreover, poor infrastructure, particularly during rainy seasons, hinders access to essential services like education and healthcare. Power dynamics between political entities and private corporations further complicate addressing these challenges, often resulting in incomplete infrastructure projects. The study highlights and elevates the importance of collaborative efforts among schools, communities, government agencies, and external stakeholders to promote environmental awareness and advocate for environmental justice in rural areas. It emphasises children’s agency as active community participants, deserving recognition and respect for their perspectives and experiences. Ultimately, the findings highlight the need for sustained environmental campaigns and projects to foster conservation efforts and ensure equitable access to a conducive environment.
Transitioning from school to work: a narrative inquiry of the experiences of out-of school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality.
(2024) Mkhize, Gugulethu Thokozile.; Sader, Saajidha Bibi.
A narrative enquiry was conducted to explore the experiences of out-of-school youth with disabilities who attended Newton Pre-Vocational School in the uMgungundlovu District Municipality of South Africa. Semi-structured interviews and a focus group interview were used to obtain the data for this study. The study adopted a qualitative research approach, located within a critical research paradigm. Six participants who were former learners at Newton Pre-Vocational School were selected for the study; their ages ranged from 19 to 25. Findings revealed that although participants reported that their schooling experience at Newton Pre-Vocational School was much better than their primary schooling, 5 of the 6 participants felt that the Technical Occupation Curriculum used at the school did not prepare them adequately for adulthood and for their chosen field of work. In addition, as the programme was not recognised, the certificate that they earned from Newton did not open doors for them when they applied for jobs. The study found that 5 of the 6 of the participants had attempted more than once to obtain employment. Participants described companies as lacking understanding of their disability; as a result, they experienced prejudice and discrimination. This contributed negatively to participants already compromised mental wellbeing. The societal contribution to their mental state cannot be underestimated. It is imperative that stakeholders at all levels of society—parents, schools, the basic and higher education departments, the employment sector and department of Social Development—cooperate closely to support learners with special education needs to be able to transition successfully from school to the world of work and to contribute economically and socially. Further research exploring how stakeholders can support people living with disabilities—especially individuals with mild to moderate intellectual disabilities—as they transition from schooling to employment, is necessary.
Educators’ experiences of teaching pregnant learners in a secondary school in the Umlazi District.
(2023) Mari, Trishantha.; Jairam, Visvaranie.
The study explores educator’s experiences teaching pregnant learners. Educators provided insight of challenges and experiences encountered .This study was executed in Chatsworth, Durban, South Africa, in a single school in the Umlazi District. The study sought to establish educators’ experiences of pregnant learners in a secondary school, the main factors that contribute towards teenage pregnancy, and the role educators play to ensure these learners continue schooling. The study presented was deeply anchored in the social constructionist theory, shedding light on critical aspects of sociology, communication theory, and social ontology. This influential framework progresses the notion that meaning and understanding are co-constructed collaboratively rather than emerging in isolation. Through its lens, educators have been adept at pinpointing specific patterns and behaviours exhibited by students, offering profound insights into the learning process. Moreover, the interactions between educators and learners were meticulously analysed, positioning these dialogues as vital mediums through which information and meaning are co-created. Four educators from a secondary school in the Chatsworth area were purposely sampled for the study undertaken. Data was obtained using semi-structured interviews, focus group discussions, and document reviews (Department of Basic Education Policy on the Prevention and Management of learner Pregnancy in Schools (2021) and the School’s Pregnancy Policy). The study depicted that as much as policies are in place there is discrepancies in practice. The study utilised inductive data analysis which the researcher used to deal with primary and detailed data of quality generated from participants. Additionally, the study used thematic analysis that involves a systematic process of transcribing of data and identifying patterns. The study revealed that educators experience pregnant learners as demonstrating high rates of absenteeism, which resulted in them missing out on work and assessments that impacting negatively on their academic performance. Educators identified peer pressure, poverty, and a lack of knowledge as key contributors to teenage pregnancy. Despite feeling incapable of dealing with pregnant learners ,educators tried their best to assist pregnant learners, where, while being absent and on maternity leave, these educators took on the role of counselling these learners in an attempt to ensure they continued with their schooling career. Additionally, educators requested that parents were called into school and pleaded for more parental support for the learners to complete school and support their child. Furthermore, educators tried their best to get study material and assessments to learners so that they would not fall behind, and could work while being home-bound. The focus group discussion shed light on the lack of skills and support educators have from the Department. Educators felt they are incapable of dealing with pregnant learners as they were not trained to deal with them specifically. Furthermore, educators felt that despite the fact that policies were in place, it proved impractical – or indeed challenging – to practice, as they had so many other duties and responsibilities in a school day. The study recommends that the need for the School Management Team to reduce workload of educators and the Department of Education partners up with the Department of Health in providing critical support and empowerment for these educators, such as providing resources like condoms for learners. In addition, empowerment programmes must be put in place within the community and school context to empower young women to be assertive and carry themselves with dignity.
Educators’ experiences on parental involvement towards learners with learning barriers: a case study of a high school in Mooi River.
(2024) Mlambo, Zandile Linah.; Ndinisa, Sibusisiwe.
The purpose of this study was to explore parental involvement towards learners with learning barriers. This is a qualitative study that was carried out in one of the rural schools in Mooi River, under Umgungundlovu District. Purposive sampling is the sampling technique that was used to select the participants, which were the educators. Data was generated using questionnaires with open-ended questions and focus group interview for further probing questions, and data was analysed using thematic analysis. This study was aligned to the interpretivist paradigm and also guided by Epstein’s theory of overlapping sphere model. The findings in this study clearly indicated that parental involvement is an issue in this school and the educators are not well equipped in order to support learners with learning barriers. The findings further indicated that educators are willing to learn, however the parents as well should be taught about the importance of their involvement in their children’s education regardless of the hindering factors that hinders their involvement. It was then recommended that the Department of Basic Education should include in their plans building more special needs schools and also design more workshops for both parents and educators, which will help them develop necessary skills.

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