Teresa Auma Ogina, University of Pretoria, South Africa

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ABSTRACT

There is a plethora of literature on what makes schools high performing, on what reduces the performance of schools, and on the causes of teacher ineffectiveness. However, little is known about how school principals manage low- and high-performing teachers to ensure and sustain high learner performance. In this paper, I focus on the role played by the principal in leading and managing low- and high-performing teachers. I draw from the findings of a study on eight primary school principals from Limpopo Province in South Africa. This multiple-site, case study design used semi-structured interviews to generate data. The analysis of the findings shows the ‘hands-on’ and ‘hands-off’ approaches of the principals in managing low performing teachers, while high-performing teachers were recognised, motivated and encouraged to both develop leadership skills and work collaboratively to improve the performance of low-performing teachers. The paper argues that school principals need to develop transformational leadership characteristics, as is evident in this study, to lead and manage low- as well as high-performing teachers, and it concludes by suggesting a collaborative, professional development relationship between principals and teachers.

Leentjie van Jaarsveld, North-West University, South Africa, Kobus Mentz, North-West University, South Africa

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ABSTRACT

School climate is experienced differently by various stakeholders at a school; it is also affected by different perceptions, behaviours and social identities. This research set out to contribute to the knowledge of the perceptions of teachers and principals about the organisational climate of their schools. A quantitative study was conducted in one of the provinces in South Africa. The Organisational Climate Description Questionnaire – Rutgers Secondary (OCDQ-RS) was distributed among teachers and principals at 72 public secondary schools in KwaZulu-Natal. A range of statistical analyses was used to analyse the data. Open-ended questions allowed teachers and principals to express their perceptions regarding the factors that played a positive or a negative role in their relationships. The open-ended questions indicated that the perceptions of teachers and principals with regard to the climate in their school differed. Nevertheless, there was some agreement between the teachers and principals regarding particular factors that have an impact on the school climate, such as poor human relations, disrespect, poor work ethics and competitiveness among teachers. The results showed that, although the perceptions of teachers and principals differed, there was no clear evidence that these differences in perceptions had any direct impact on the school climate.

Kellie Steinke, University of Mpumalanga, South Africa, Rosemary Wildsmith-Cromarty, North-West University, South Africa

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ABSTRACT

Research in South Africa indicates that the current pre-service teacher-training syllabus is inadequate to prepare teachers to effectively teach reading in the earlier grades. This lack of preparedness results in teachers who continue to use outdated, traditional teaching methods with their learners. As a result, additional, in-service teacher training becomes important. As part of a larger research project, observing and recording detailed classroom practice in the Midlands area of KwaZulu-Natal between 2015 and 2017, involving two schools and eight teachers, this paper reports on whether additional training in the teaching of reading was sufficient to enable teachers to lead learners from decoding to comprehension across grades 3 and 4. Findings were that, in light of inadequate teacher preparation in initial teacher training institutions, additional training for teachers of reading is necessary yet insufficient to change entrenched, embedded teaching styles. It is recommended that mentoring, in the form of coaching, be considered in addition to training.

Abueng Rachael Molotsi, University of South Africa, South Africa

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ABSTRACT

Social networking is increasingly becoming a popular platform that helps teachers connect with their colleagues, learners and other professionals globally. This tool enables communication and strengthens ties by sharing information over the internet. The purpose of this research was to explore secondary-school teachers’ experiences of using social networking tools as an innovative mode to enhance teaching. This paper is founded on a qualitative research approach to understand teachers’ experiences of using social networking tools in their teaching. Drawing from Vygotskian social constructivist theory, the account for the use of social networking tools was understood. Eight secondary-school teachers were purposefully sampled to share their practical experiences of using these tools. Data were generated using semi structured interviews and document analysis. The thematic data-analysis process was suitable for this study. The data coding led to the formation of themes. The research questions used to guide this study were (i) How do secondary-school teachers use social networking tools to enhance teaching? and (ii) What support do secondary-school teachers receive for integrating social networking tools in teaching? The findings revealed secondary-school teachers’ limited knowledge of using social networking tools to enhance teaching. It is recommended that teachers be provided with undisrupted internet connection. That would enable them to interact and share information using social networking tools. Teachers should be trained on the use of social networking tools, and this training should include the three components of Vygotsky’s zone of proximal development: more knowledgeable other, social interaction and scaffolding.

Gerda-Elisabeth Wittmann, North-West University, South Africa, Jako Olivier, North-West University, South Africa

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ABSTRACT

Trends in research on teacher development in recent years have shown a shift away from merely studying what teachers learn to how they learn, how they improve their learning, and how they transform their skills and knowledge into practice so as to offer their own learners an improved educational experience. Although blended learning has been proposed as a means to enhance student learning and engagement, little research has been done on blended learning teacher development programmes, especially in the context of teachers of German Second Additional Language (SAL) in South Africa. This article aims to shift the focus from general setting in higher education institutions to teacher professional development programmes for teachers of German SAL by proposing blended learning as a mediator to foster self directed learning in teacher professional development programmes. After examining existing definitions and models on blended learning, a synthesis of models, which could be adjusted to the South African teaching context, is proposed. The new model offers certain opportunities to foster the characteristics of self-directed learners, which are highlighted in this article. Suggestions are made on how this model could be utilised in and adapted to the context of teacher professional development for teachers of German SAL in order to foster the characteristics of self-directed learning rather than merely imparting subject knowledge to teachers.

Dr Martin Chukwudi Ekeh, University of Pretoria, South Africa, Dr Roy Venketsamy, University of Pretoria, South Africa, Eugene Chukwuemeka Unamba, Alvan Ikoku Federal College of Education, 

Nigeria, Ngozi Joyceline Ugochukwu, Alvan Ikoku Federal College of Education, Nigeria

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ABSTRACT

Mathematics remains an indispensable pivot for technical and analytical skills that are relevant to other fields and everyday living experiences. Most learners experience challenges in comprehending mathematical concepts due to teachers’ teaching strategies; hence, this paper focuses on the use of blended learning as a strategy. The study aimed to enhance learners’ mathematical knowledge using the blended pedagogical strategy in two different private primary schools in Imo State, Nigeria. A quasi-experimental research method was chosen, and it incorporated the pre-test, post-test non-equivalent control and experimental groups. Three research questions and three hypotheses were formulated as guides in this study. 165 learners were randomly selected from the two private primary schools to participate in the study. The Mathematics Achievement Gain Test (MAGT), which consisted of 30 item-objective test questions on the topic ‘2D shapes and their properties’ with a reliability coefficient of 0.85, was used as the statistical tool, determined through Pearson’s Product Moment Correlation method. The research questions were answered using mean and standard deviation while the hypotheses were tested using the ANCOVA with 0.05 as level of significance. The research results show that the blended-learning approach enhanced learners’ understanding and performance in mathematics. Based on these results, the researchers recommend that primary school mathematics teachers be well trained and encouraged to use blended-learning strategies to achieve improved understanding, knowledge and appreciation of the subject.

Letsela B. Motaung, University of the Free State, South Africa, Rodwell Makombe, University of the Free State, South Africa

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ABSTRACT

Online tutorials (e-tutorials) have the potential to address challenges that higher education has grappled with for many years, and even more so in the context of the COVID-19 pandemic. In South Africa, increased access to higher education by members of previously disadvantaged groups has caused severe strain on existing infrastructure and posed new challenges for lecturers in the classroom. E-tutorials do not only address infrastructure challenges related to the shortage of physical learning space in universities but also create a platform where students can engage with learning content outside the classroom. This study seeks to investigate the experiences of tutors engaged in an online tutorial programme at a rural university campus in South Africa. We deploy a qualitative approach to make sense of the experiences of the tutors for purposes of developing a focused online tutorial training programme. Data were gathered from selected participants using structured questionnaires. The questionnaires were analysed using the five stages of Salmon’s e-moderating framework. The limitations of the study include the limited population sample and the rural context in which the study was conducted. As a result, the findings of the study may not be generalisable to other, non-rural contexts. The findings indicate that tutors need specific training to effectively facilitate learning in an online environment.

Garfield Bester, University of South Africa, South Africa, Moses Kufakunesu, Great Zimbabwe University, Zimbabwe

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ABSTRACT

Theoretically, the study was based on ten irrational beliefs that Ellis identified as part of his ABC-model. Activating events (A) in a mathematics context can trigger certain beliefs (B) that may have affective consequences (C), which, in turn, can have an influence on achievement in mathematics. The main objective of the research was to investigate how these irrational beliefs and affective consequences relate to one another and to achievement in mathematics. A sample of 306 secondary school learners was selected. The learners completed questionnaires on irrational beliefs and socio-affective variables. Their achievement scores in Mathematics were also obtained. The analysis of the data showed that irrational beliefs correlate negatively with mathematics achievement. Self-concept and teacher-learner relationship had a partially mediating effect on the relationship between irrational beliefs and achievement in mathematics. The direct and indirect effects of irrational beliefs explained as much as 40% of the variance in mathematics achievement. Most teachers of mathematics will at one stage or another be confronted with learners’ irrational beliefs, and it is, therefore, recommended that teachers know how such beliefs should be disputed and replaced with rational beliefs as a way of enhancing academic performance in mathematics.

Lungelo Ngobese, Stellenbosch University, South Africa, Thandokazi Dlephu, Stellenbosch University, South Africa, Daniela Aletta Erasmus, Stellenbosch University, South Africa, Michael Kock, Stellenbosch University, South Africa, Luca Botha, Stellenbosch University, South Africa

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ABSTRACT

Perceptions have become increasingly important in the determination of whether a learning tool meets the needs of its intended audience. This study explored the perceptions of postgraduate students in Management Accounting and found that most students were of the perception that attending Management Accounting Individual Learning Programmes (ILPs) (lectorials) resulted in an increase in their marks. These perceptions were compared to their actual performance, and it was discovered that only students who achieved 60% and above on average in their third year received a marginal benefit from attending ILPs at postgraduate level. The students perceived having academic trainees (junior lecturers) present the ILPs as a benefit, primarily for the relational element that academic trainees brought to the sessions. Lastly, the objectives of providing examination technique and a better understanding of the work were met, even though they do not necessarily result in an increase in marks. This article also examines the performance of different focus groups such as Thuthuka students and repeat candidates against the backdrop of the above context.

Nicolle Chido Manjeya, Durban University of Technology, South Africa

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ABSTRACT

Academic development, pedagogical growth, and curriculum expansion remain an ongoing process at institutions of higher education in South Africa. The prospects of expanding educational opportunities to a larger number of hopeful students in South Africa have resulted in the creation of facilities that extend the growth of academic literacies such as the writing centre. These centres have contributed to opening opportunities to not only a larger number of students in scientific and technical fields but also to giving an opportunity to less-advantaged students by offering one-on-one services to grow and nurture their academic literacy capabilities. The focus of this paper is to investigate the role of a writing centre in a South African university of technology with the aim to understand what role this facility plays in the academic development of the students affiliated with such institutions and to unpack the effect of such a centre on the development of curricular and academic literacy. This paper presents findings that were gathered from a PhD study that used a mixed-method approach to investigate how facilities such as a writing centre impact the academic development of students in a university of technology. The study examined the power relations among the tutor (in the writing centre) and tutee (the students using the writing centre) and analysed these relationships by means of critical discourse analysis theory to focus on the intangible assets of the student. Using mixed-methods analysis, the researcher was to be able to understand the perceptions, views, expectations and experiences of students using the writing centre to explore the different ontologies and epistemologies associated with curriculum development, and how this defined the role of the writing centre.