Research in Educational Policy and Management (E-Journal)
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Analysing the Influence of Principal Classroom Supervision on Literacy Instruction: Some Critical Perspectives
Full text linkThe literature indicates that instructional leadership, led by the school principal, substantially enhances instructional practices and learner performance. The application of instructional leadership to improve performance in key subjects, such as literacy, has become an important topic of discussion in research. This study aimed to analyse the influence of principal classroom supervision on literacy instruction, utilising the instructional leadership theory as a theoretical lens. The researcher adopted a qualitative desktop study approach, which involved gathering information and data from existing sources. The main tenets associated with the supervision of instruction were investigated. It further observed the influence and examined the impact of principal classroom supervision on instruction, predominantly in Grades 4-6. The findings revealed that principals have a crucial role to play, but that shared leadership approaches for improved literacy instruction are essential. The findings also showed that the supervision process is comprehensive and challenging, requiring careful planning and engagement. These findings imply that the supervision of instruction should receive more attention and intervention from all relevant educational stakeholders
Investigating the Academic Performance of Math-Phobic Middle School Students
Full text linkA staggering 80% of middle school students in Owerri Educational Zone 1, Nigeria, exhibit significant maths phobia, severely impacting their academic performance in mathematics. Based on a representative sample of 9,873 JSS2 students, this study reveals a statistically significant negative correlation between maths phobia and academic achievement, highlighting the detrimental influence of this pervasive issue. To address this critical challenge, the researchers propose a multi-faceted intervention encompassing three key areas: (1) Demystifying Mathematics: Traditional, phobia-inducing pedagogical approaches must be replaced with engaging and student-centred methods. Interactive activities, real-world applications, and positive reinforcement can foster positive attitudes and reduce phobias, transforming maths from a feared subject into an accessible and rewarding experience. (2) Strengthening Student Support: Recognising the isolating nature of maths phobia, the study emphasises the need for robust school counselling services. Equipped with appropriate coping mechanisms and strategies for managing phobia, students can navigate maths challenges with increased resilience and confidence. (3) Empowering Parents: Collaborative efforts between schools, parent-teacher associations, and educational professionals are crucial in educating parents on effective support strategies. Creating a supportive and inclusive environment where educators, counsellors, and parents work together can pave the way for a future where all students thrive in mathematics
Challenges of Female Educators Transitioning to Departmental Heads Positions
Full text linkPromoting female educators to Departmental Head (DH) positions does not come easily for everyone, but it can sometimes be accompanied by challenges. These challenges can stand in the way of newly promoted DHs if solutions to them are not implemented effectively. Therefore, this paper examined the challenges female educators face as they transition to departmental head positions. This study employed a qualitative approach within an interpretive paradigm. This study used purposive sampling to select 10 newly promoted DHs. Semi-structured interviews were used to generate data that were analysed thematically. Findings revealed five themes, which were the lack of support from the School Management Team (SMT), sabotage against newly promoted DHs by other females within the school, gender stereotypes, the lack of capacity-building programmes within the school and exclusion of female DHs from decision-making meetings. In response to the findings, this study proposes that School Management Teams include capacity-building programmes in their yearly strategic plans for newly appointed employees. Gender stereotypes should be discouraged by all means in school situations. The SMTs should embrace and warmly welcome newly appointed SMT members since they are promoted to bring change to new schools. Newly appointed DHs should not be neglected in decision-making meetings, so they are part of the decisions taken. The school principals should instill a sense of unity amongst staff members and ensure that newly appointed staff members are welcomed by all staff members irrespective of race.
 
The Missing Middle in the Leadership Continuum: Voices of women deputy principals in KwaZulu Natal, South Africa
Full text linkCurrent scholarship reveals that women in educational leadership face persisting challenges regarding school leadership. This paper examined the experiences of women deputy principals whose roles shift to oblivion within the school leadership continuum. The aim was to investigate how women deputy principals cope with the challenge of obscurity of their position within the school leadership hierarchy. We used role ambiguity theory as a framework. Role ambiguity occurs when employees have insufficient information to perform their jobs adequately or when performance evaluation methods are unclear. This paper argues that deputy principals are part of the school management team, however, their role as managers seems intangible and indefinable as the school principal and the departmental head are present to manage the school and the curriculum implementation, respectively. Underpinned by the interpretive paradigm, this qualitative paper used the phenomenological narrative inquiry as a research design, and through the narratives of the women, the paper focused on their lived experiences as deputy principals in schools. Data were analysed thematically. Findings revealed that participants faced different types of gender stereotyping, role ambiguity and felt invisible in their roles as women deputy principals. This paper recommends confronting patriarchal attitudes that infiltrate the school system, implementing capacity building through conducting seminars, workshops, and awareness programs, and revising policy to ensure that job descriptions are clearly defined, thereby avoiding ambiguities
Characterised Instructional Leadership Practices for Life Sciences: An Exploration of Two South African Schools
Full text linkThis study investigates instructional leadership practices specific to Life Sciences in South African high schools, with a focus on how principals and departmental heads monitor, support, and evaluate teaching and learning. Using an exploratory qualitative case study design, data was collected from two schools, notably, one well-resourced and one under-resourced, through semi-structured interviews, observations, and document analysis involving eight participants (principals, departmental heads, and teachers of Life Sciences). The findings reveal that the well-resourced school employed structured monitoring tools such as the Curriculum Management Framework, systematic file checks, and regular classroom visits, coupled with professional development opportunities and adequate resource provision. In contrast, the under-resourced school relied on less formal monitoring practices, offered limited subject-specific support, and faced challenges linked to resource deficits and leaders’ lack of expertise in Life Sciences. The study highlights the importance of subject-specific instructional leadership, contextual resource capacity, and professional development in shaping effective instruction of Life Sciences. It concludes that strengthening leaders’ science-specific knowledge and establishing structured support mechanisms are essential for improving teacher development and learner outcomes in Life Sciences
Reinforcing Digital Assessment in Accounting High-Stakes Examinations
Full text linkThis paper sought to document the necessity of transitioning from a paper-based assessment to a digital assessment in the Accounting examinations. The Department of Basic Education is slowly adopting technology in teaching and learning in South Africa through multiple digital tools. Currently, more intensity is on integrating Information and Communication Technology in pedagogy to transform the education system. Nevertheless, little is being said to transform high-stakes examinations using ICTs. Thus, this study points out a transitioning of digital assessment in Accounting high-stakes examinations. To deepen this discussion Technology Acceptance Theory was used to frame this study since it highlights two factors that motivate a user to accept technology: perceived usefulness and ease of use. I located this study within an interpretivist paradigm and ethnography research design. Four Accounting teachers who had Information Technology qualifications were purposively sampled using the homogeneous strategy. To collect data semi-structured interviews were conducted and data obtained was analysed using thematic analysis. I found that the digital assessment in Accounting high-stakes examinations can be reinforced through online evaluation: online tests/examinations, online simulations, and online case studies. Further integrity of the digital examinations can be ensured through stipulated rules and regulations. In light of the above finding, I conclude by maintaining that the transitioning to digital assessment in Accounting high-stake examinations is feasible and must be implemented. The study aspires to develop the level of examinations in Accounting by transitioning to digital assessment considering the current digital era, and the nature of Accounting subject
Engaging Minds, Inspiring Motivation: The Impact of Integrating OER in Informal Learning Environments
Full text linkThis qualitative case study, conducted at a university in Southwest Florida, investigates the transformative role of Informal Learning Environments (ILEs) in enhancing student engagement and motivation. Examining diverse ILEs—including home settings, university spaces beyond classrooms, museums, community centers, malls, and digital platforms—the research highlights how these environments spark curiosity and promote self-directed learning. The study engaged twenty-nine participants, exploring how ILEs foster inquiry, critical thinking, and innovative problem-solving through dynamic, interactive experiences. Grounded in self-directed learning and constructivist theories, the research also examines the integration of Open Educational Resources (OERs) and informal strategies such as Autohistoria Teoría (learning through personal narrative), autodidacticism (self-guided learning), peripatetic learning (movement and dialogue) and several others. Semi-structured interviews captured qualitative insights into participants’ experiences. Findings reveal that ILEs significantly enhances subject-specific knowledge, nurture intrinsic motivation, and supports lifelong learning. By empowering learners to take ownership of their education, ILEs foster deeper engagement and a sustained passion for learning. While the sample size limits generalizability, the study provides actionable recommendations, encouraging educators, policymakers, and institutions to incorporate ILEs into formal education systems. For example, creating interactive, hands-on spaces and involving students in course design can drive engagement and motivation. This study underscores the pivotal role of ILEs in advancing educational innovation, advocating for their integration into traditional educational paradigms to transform how learning is designed and delivered
Principals and Teachers’ Perceptions about Using Technology in Children's Education
Full text linkThe use of technology in children's education has been a topic of interest after the COVID-19 pandemic. However, rural schools are often situated in remote and quite underdeveloped areas where there is lack of resources and basic infrastructure. This study reports on the principals and teachers’ perceptions about using technology in the classrooms, including devices aimed to improve children’s education. It was conducted within four Limpopo rural schools in South Africa. It used a phenomenological design, and qualitative approach to collect the data. A semi-structured interview guide was utilised with nine teachers and four school principals. The data were analysed thematically being a more accessible form of analysis for qualitative research. The findings showed the potential benefit of using technology to improve communication and children's education in those schools that have limited access to technology. Additionally, it was found that school policies forbid students from using technology on school property, which served as a barrier for its utilization in the classrooms. The study made a series of recommendations that could promote educational equity, boost student performance, and deepen the teacher-parent-school relationships in those rural schools
Retraction Notice to “Challenges in the Prevention and Management of Adolescent Pregnancy and School Dropout by Adolescent Mothers in South Africa”
Full text linkThe following article published in 2024 (vol. 6, no: 1) in the Research in Educational Policy and Management (REPAM) has been retracted:
Twalo, T. (2024). Challenges in the Prevention and Management of Adolescent Pregnancy and School Dropout by Adolescent Mothers in South Africa. Research in Educational Policy and Management, 6(1), 180-196. https://doi.org/10.46303/repam.2024.12
Following concerns expressed by Commission of Gender Equality (CGE), which claimed that the article had drawn significantly from research conducted and published by the CGE without due permission or proper acknowledgment, the REPAM’s Editor-in-Chief conducted an internal investigation. The author was informed about the allegations and asked to provide an explanation. The investigation concluded that the CGE’s allegations were valid and that the article contained serious violations of research and publication ethics. As a result, the decision was made to retract the article. This decision has been taken in accordance with REPAM’s publishing ethics and the COPE guidelines on retractions. The author does not agree with the retraction.
The retracted article will remain online to maintain the scholarly record; however, it will be clearly marked as retracted
The Impact of Partisanship on Student Performance in Politically Divided States
Full text linkThe growing politicization of school board governance has had a significant impact on student academic performance, classroom stability, and teacher retention in different ways across various states with different political leanings. While some states maintain nonpartisan education policies, others have seen frequent shifts in curriculum standards, funding priorities, and regulations due to ideological debates. This study employed a comparative, cross-state analysis to explore student performance across politically divided school districts, focusing on standardized test scores, graduation rates, teacher retention, and curriculum implementation in Florida, Texas, Virginia, California, and New York. These states represent different governance structures, with varying approaches to curriculum restrictions, diversity policies, and education funding. The findings indicate that states with stable, bipartisan education policies see better student outcomes, while those experiencing frequent partisan conflicts suffer from academic disruptions and increased teacher attrition. The study also includes data visualizations and policy recommendations to mitigate the negative effects of political interference in school governance