Masters Degrees (Education Studies)

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

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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.
Navigating racialised identity as a Black female educator within the educational journey: an autoethnographic study.
(2024) Mkhabela, Vuyelwa.; Kortjass., Makie.; Zama, Cynthia Zanele.
This autoethnographic research study aimed to explore the experiences of a Black female educator navigate racialised identity within the educational journey from pre-primary to high school, and university. This study is based on my experiences of attending predominantly white schools in Durban North during the early post-apartheid period. I am currently teaching in a township school in Ntuzuma, Durban. The study describes how my schooling experiences and historical background have influenced my teaching style. In this study, a gap is filled in the literature because few studies discuss post-apartheid experiences of Black females who attended primarily white schools. The Intersectionality theory underpin this study. The research questions were addressed using a qualitative approach and auto-ethnography, where the researcher is also a participant in the research. By using this methodology, the researcher was able to explore lived experiences through a variety of methods, such as memory work, photographs, artefacts, collages, critical friends, and reflective journals. This study found that parental involvement, sibling support, culture, and socioeconomic position were all factors that affected the ability to navigate predominantly White schools. The experiences shared showed that much of my Blackness was diluted, particularly issues with native tongue, which proved problematic during teaching practice. Unlike the literature, schooling experiences were challenging rather than traumatising. It was determined that due to attending predominantly white educational institutions, much needs to be unlearned about identity. This motivates the researcher to become an effective educator.
Teacher support for students with attention deficit hyperactivity disorder in a special needs school.
(2024) Khumalo, Nhlakanipho.
Students with Attention Deficit Hyperactivity Disorder (ADHD) often experience academic and social problems at school because of their behaviour. The teacher becomes the main figure who can help students with ADHD in the school through the implementation of different support strategies to make teaching and learning easy for a student with ADHD in a special needs classroom. The study aimed to explore Teacher Support for Students with Attention Deficit Hyperactivity Disorder in a Special Needs School. The study was conducted in a special needs school in Kwamashu, Durban. Six participants were selected purposely for this study. Pseudonyms were used in this report to protect the identities of the participants and the school. This study employed the qualitative approach and an interpretivist paradigm, as it was grounded in the world of lived experiences. Data was produced using interviews and observation. The study was based on Urie Bronfenbrenner's Ecological Systems Theory, offering valuable insights into child development and the crucial role teachers play in supporting students with ADHD to facilitate effective teaching and learning. Collaborating with the community and parents, teachers help children succeed in school by building a strong foundation through ecological systems. According to the data collected from the participants, it was evident that some teachers possess a strong understanding of ADHD support strategies, while others lack this knowledge. This disparity poses a significant challenge for teachers when it comes to providing adequate support to students in special needs classrooms. Based on the data, it was found that certain teachers did not receive adequate training on ADHD and support strategies for students with ADHD during their university education. This lack of detailed coverage of ADHD in the curriculum has resulted in teachers being less proficient in developing intervention support strategies for ADHD students. There is a need for teachers to receive more training on ADHD support strategies to be able to support their students in their classrooms. The government can also play a major role by providing special needs teachers with workshops to educate them more about support strategies.
Orphaned and vulnerable learners’ psychoeducational challenges: foundation phase educators’ experiences.
(2024) Hoosen, Fazila.; Mzimela, Patience Jabulile.
The loss of a parent is one of the most traumatic events a child can face, making it imperative to understand the specific challenges encountered by orphaned learners for effective support and intervention. Orphaned learners often grapple with the difficulty of living without their parents, leading to numerous psychological challenges such as depression, stress, anxiety, and poor selfconcept. This study aimed to explore foundation phase educators’ experiences of teaching and offering support to orphaned learners who display psychoeducational challenges. The research study was conducted in a Quintile 5 public primary school in the KwaKhangela District. The study was framed within Bronfenbrenner’s ecological system. This qualitative case study used the interpretivist paradigm to understand three purposively and conveniently sampled Foundation Phase educators’ experiences of offering psychoeducational support to orphaned and vulnerable learners. Data generation encompassed semi-structured interviews and document analysis. Thematic analysis was conducted to distill patterns, themes, and underlying meanings from the generated data. The study revealed that a myriad of challenges was faced by orphaned learners, including emotional trauma, significant academic difficulties, socio-emotional struggles, and barriers to effective engagement within the classroom environment. Drawing largely on data from interviews and document analysis, the study found that the schools are obligated to make substantial progress in supporting orphaned learners, facilitated by a proactive school management team, a dedicated school-based support team and empathetic educators. The findings recommended that interventions such as differentiated instruction, additional support including the provision of food and stationery, one-on-one teaching sessions, and counselling from a school-employed social worker were implemented at the school. In addition to the support provided within the schools, efforts are to be made to seek support structures outside the school environment.
Promoting psychosocial support for the wellbeing of learners in a rural school context.
(2024) Mthalane, Nonhlanhla Nestar.; Mkhize-Mthiyane, Ncamisile Parscaline.
This research study aimed to promote psychosocial support for the wellbeing of learners in a rural school context. The literature review covered the conceptualisation of psychosocial challenges; psychosocial support; rural school contexts and wellbeing; the psychosocial needs of learners in a rural school context; and, lastly, parental engagement in rural school contexts. The Positive Emotions, Engagement, Relationships, Meaning and Accomplishment (PERMA) Theory of Wellbeing was adopted as the theoretical framework, with a qualitative approach employed to conduct the study at a purposively selected primary school in the rural context of Ugu District in KwaZulu-Natal (KZN). The sample consisted of a Head of Department, Life Skills teacher, Life Orientation teacher and a member of the school governing body, as well as three parents. Data were gathered by means of a one-on-one semi-structured interview with the Head of Department and two focus group discussions, one with the Life Skills and Life Orientation teachers, and the other with the three parents and the school governing body member. The themes that emerged included: teachers and parents’ understanding of psychosocial support and learner wellbeing; teachers and parents’ role in the provision of psychosocial support for learners’ wellbeing; teachers and parents’ understanding of educational policies or frameworks that promote psychosocial support; and lastly, the Department of Basic Education and the school’s role in promoting learners’ wellbeing. All ethical requirements were adhered to. The data analysis revealed that promotion of psychosocial support in rural primary schools is not only important to learners, but also to teachers and parents as it promotes good behaviour, improved academic performance and positive self-esteem among learners and, surprisingly, among parents and teachers. The findings also highlighted the need for teachers and parents to collaborate to promote psychosocial support for the wellbeing of learners as well as to formulate strategies to assist learners confronting psychosocial challenges.
Exploring learning for professional growth: stories of lived experiences of an economics teacher in a rural setting.
(2024) Mhlongo, Sibongile Beauty Sidleni.; Pillay, Guruvasagie..
This thesis presents an understanding of my personal and professional development as an Economics teacher in a rural setting. I adopted a self-study methodology with narrative inquiry in this study to examine my lived experiences therefore I am the main participant in this study. I made use of storytelling to tell about my lived personal and professional experiences that contributed to shaping and moulding me into the teacher that I have become. This study was framed by the theories of Evans (2014) and Reid (2007) who concentrate on teacher formal and informal learning. The purpose of this study was to understand how my learning happened as a teacher in a rural setting. In addition, this study focused on the movement of unqualified teachers to qualified teachers. As the researcher and the researched in this study, my curiosity was to explore how my personal and professional learning contributed to my professional growth as an underqualified teacher in an under-resourced school. By using personal narrative inquiry, I was able to reflect on the personal and professional events that happened in my childhood and professional life. Through this study, I have discovered the meaningful experiences that I had never shared with anyone previously and I was able to reveals the factors that contributed to my professional development and more importantly, I identified my weaknesses and strengths. I have gained the strength to continue with my professional growth and to further my studies in Economics. I have discovered that there is a link between planned and unplanned learning which enhance teacher professional growth. The findings reveal that I acquired a deeper understanding of the self through memorising, retelling and reflecting on my lived personal and professional experiences. Through sharing my lived experiences, I was able to reinvent myself. Through this study I have learn that sharing of stories of lived experiences, contribute positively to personal and professional growth.
Substance abuse in a primary school context: a collaborative educator self-study in the Umgungundlovu District.
(2024) Zondi, Nonhlanhla Precious.; Mahadew, Ashnie.
Substance abuse in primary schools is an emerging, sensitive and critical issue that is threatening South African youth who are the future of our country. The purpose of this study was to address substance abuse in a primary school in the uMgungundlovu district by conducting a collaborative self-study on educators’ experiences of substance abuse. The study was conducted in a primary school in the uMgungundlovu district in Edendale, KwaZulu–Natal Province. Key findings revealed that my personal history contributed to my interest in substance abuse as an educator. The reflections with my colleagues (critical friends and I) also revealed our discovery of the commonly abused substance Zanex, violent behaviour of learners, lack of concentration and difficulty in disciplining substance abusers. The findings further highlight that driving forces behind substance abuse in our context include social media, individual experiences, family, community, poverty and unemployment. Lastly, the findings highlight that substance abuse can be mitigated through psychological support, community intervention programmes, departmental support, sister departments and non-governmental organisations (NGOs). The study is significant as my personal growth and professional development have improved by engaging in collaborative self-study as a research design. The study recommends that greater attention should be provided to educator training on the implementation of policies and the collaboration of the community in mitigating substance abuse. This study also promotes self-study as a comparatively new genre of research, which has the potential to improve educator professional development and positive transformation of the learning environment.
A collaborative self-study exploring the implementation of inclusive education in a school in the Umlazi District.
(2024) Ndlovu, Zanele Patience.; Mahadew, Ashnie.
The literature highlights the significance of inclusive education in addressing the diverse needs of learners, as well as the importance of teachers possessing the necessary understanding and skills to implement it effectively. As a result, this study explored my inclusive practice using a collaborative self-study research design in a South African high school in the Umlazi District. The study aimed to understand how my personal history contributed to my interest in inclusive education. The study also explored how my two experienced colleagues (critical friends) and I experience inclusive education and, why we need to implement inclusive education using an intersectional lens. I employed a qualitative self-study methodological approach and used memory work, reflective journals, mind-maps and discussions to generate data and address my aim. The findings revealed that a) my past personal experiences developed and elevated my interest in inclusive education, b) learners with intersecting identities face multiple forms of exclusions, leading to feelings of invisibility and isolation, c) we (my critical friends and I) lacked sufficient understanding and capacities to address the intersections, diversity and inclusive education. This unpreparedness ultimately resulted in inadequate support and accommodation towards learners and awareness of the complexities of inclusive education. It also encouraged me to recognise and value the diversity of learners' experiences and identities. In light of these findings, I recommended the need to promote diversity, create inclusive environments and cultivate inclusive education by accommodating learners’ multiple identities.
Teachers’ views on the psychological influence of COVID - 19 on underprivileged primary school learners.
(2023) Naicker , Natlee.; Ndinisa, Sibusisiwe.
In March 2020, South Africa had its first positive case of the deadly Corona virus (COVID-19). This was an unknown virus that had taken the livelihoods of many individuals. Not only did this virus steal the lives of loved ones, it had shifted and changed the growing mind of young learners and placed a hurdle in the way of the academics and future of our young learners. This study has therefore sought to explore the psychological influence of Covid-19 on underprivileged primary school learners from the teachers’ point of view. We had to adhere to Covid-19 protocols and data could not be generated in person. The study adopted a case study design drawing on an interpretive approach. A total of five teachers in one school were selected using a purposive sampling method and one on one focus group interviews and questionnaires were used to conduct this research. Upon gathering the data which was thematically analysed, the conflict theory was the lens through which the data was viewed through. The findings revealed that many learners have been psychologically affected due to Covid-19 mostly as a result of their financial standing in society, which had made it much harder for these learners to accesses the resources needed to cope well. Further, it became evident that Covid-19 has brought about a decrease in the mental well-being of young learners. Through remediation and support it may be possible to assist the affected learners to mental health.

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