Research in Educational Policy and Management (E-Journal)
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Grade R Teachers’ Experience in Preparing Grade R Readiness: How Grade R Readiness Impacts Grade One Teaching
Full text linkThe development of Grade R readiness in South Africa's Foundation Phase presents ongoing challenges that significantly impact Grade One teaching. This study sought to investigate how Grade R readiness influences Grade One instruction, focusing on the methods, skills, and strategies employed by Grade R teachers and their subsequent effects. To conduct this investigation, the study adopted a qualitative research design with a cross-sectional case study format, utilising Bronfenbrenner's ecological systems theory. This theoretical framework provided a comprehensive approach to exploring the multi-level developmental processes related to Grade R readiness. Specifically, it examined how learners interact within various systems, their understanding and physical engagement with their environment, and how these factors influence the educational context. Data were collected through semi-structured interviews, observation, and document analysis. The findings indicated that, while both schools developed readiness, their understanding of how readiness is developed, and the approaches used in Grade R classes differed. Additionally, the study highlighted those policies from the Department of Basic Education often created setbacks in practice and implementation within schools. These policies tended to lack clarity or support for effective application, thereby hindering the development of a cohesive and comprehensive approach to Grade R readiness
Synthesizing Policy and Practice: An Examination of Child-Related Policy Implementation in Elementary Education within Nyeri County, Kenya
Full text linkSince independence, Kenya’s education system has undergone significant reforms aimed at enhancing access, equity, and quality. The Basic Education Act 2013 underscored the government’s commitment to free compulsory education, laying the foundation for policy interventions in elementary education. While policies aimed at safeguarding children's rights and ensuring their holistic development exist at the national and regional levels, translating them into effective practice within schools remains a challenge due to limited resources, infrastructure deficits, bureaucratic hurdles, cultural norms, and socioeconomic disparities. These factors influence access and retention rates, thereby impeding policy implementation efforts. The objective of the study was to establish the status of the provision and utilization of education-related policies. This article, therefore, delves into the critical issue of policy-practice disparities in the implementation of child-related policies within primary schools in Nyeri County, Kenya. The findings show that most schools were aware of and had the requisite resources and capacity to implement policies governing early childhood programs. However, they were not strictly adhering to those on childcare and protection. Thus, policy enforcement should be strengthened to curb malpractices in some primary schools
Principals’ Leadership Competencies: Implications for Educational Excellence
Full text linkThe study utilized a qualitative case study research design entailing an in-depth exploratory examination of principals' leadership competencies and their impact on educational excellence within the O R Tambo Inland education district. Semi-structured interviews were conducted with five principals selected from secondary schools in the district. A convenient sampling technique was used to select the participants from whom empirical data were gathered. A narrative analysis was employed to analyze the collected data, allowing for a comprehensive understanding of the principals' experiences, perspectives, and practices regarding leadership competencies and their implications for educational excellence. The findings revealed that principals play a pivotal role in shaping the school's image and reputation, attracting learners, families, and talented educators through positive attributes and effective leadership practices. Clear and measurable academic objectives aligned with the school's mission and vision are emphasized as essential for guiding educational endeavors and promoting continuous improvement. Thus, the study recommended that a collaborative approach to decision-making, professional development, and community engagement is essential for creating supportive and inclusive learning environments that empower students to thrive academically and personally
Complex Dynamics of the School Governing Body in Using an Integrated Management Approach to Maintain Discipline among Learners
Full text linkThe introduction of the South African Schools Act 84 of 1996 (SASA) brought about a participatory decision-making approach to school governance and professional management. This approach established school governing bodies (SGBs) and significantly influenced their roles and functions. As a result of this shift, the principal is no longer the sole decision-maker in the school. The principal's role in school management and governance has shifted to focus on being the key figure most influenced by the participatory decision-making process and the primary implementer of School Governing Body (SGB) policies. This study explored the experiences of SGBs in using an integrated management approach to undertake their role in maintaining discipline in high schools in the context of multiple deprivations. This research employed a qualitative approach, using interviews and document analysis to collect data from a targeted group of participants, including two teachers, four SGB members who are also parents, and two student leaders. The collected data were analyzed using thematic analysis, with the findings organized into relevant themes. The findings highlight key factors contributing to disciplinary challenges among learners in schools, including the absence of positive role models in the community, inadequate training for individuals managing disciplinary issues, unstable societal behaviours, dysfunctional family dynamics, and minimal parental involvement in their children's education. It was recommended that integrated management seminars be organized to educate all stakeholders on their roles in addressing learner discipline. Additionally, programs should be implemented to enhance parental involvement in schools. Furthermore, schools should collaborate with the community to address poverty effectively
Navigating Micro-Political Dynamics in Distributed School Leadership: An Ubuntu Perspective
Full text linkDistributed leadership has been widely adopted as an apolitical model, with little attention paid to its political dimension and attendant implications. Recent literature and distributed leadership practitioners’ experience affirm the existence of micro-politics and its attendant challenges. Hence, this study explores the inherent dynamics of the grossly overlooked micro-politics challenges within the distributed leadership framework. Anchored in Ubuntu African philosophy, the study offers a fresh perspective on how school leaders can mitigate the negative impact of micro-politics. The study adopts Rodger’s perspective on concept analysis research design to depict distributed leadership’s fluid and dynamic nature, emphasising contextual variability. The findings reveal that effectively adopting Ubuntu principles mitigates micro-political challenges by fostering inclusivity, equity and collaborative decision-making within a distributed leadership structure. The study contributes to the evolving body of knowledge on the micro-political dimension of distributed leadership and how it shapes leadership
The Impact of Psychosocial Support Services On Students’ Development at a South African TVET College
Full text linkSouth African Technical and Vocational Education and Training (TVET) lecturers and student development practitioners are not sufficiently equipped to address psycho-social challenges encountered by students, and that negatively affects learning and teaching. The main aim of the study was to examine the impact of psycho-social support services on students’ development at a South African TVET college. The study used a qualitative phenomenological research technique. The participants of the study comprised a total number of 9 participants. The participants included 2 lecturers (one from NCV and the other from Report 191 programmes), 3 students from National Certificate Vocational (NCV) programme (L2-L4), 3 students from Report 191 programme (N4-N6), and 1 Student Development Practitioner of a South African TVET college who were selected through a simple random technique. Face-to-face interviews were used for data collection. Thematic analysis was adopted as a tool to analyse the data and findings revealed inadequate provision of counselling and the unavailability of peer tutoring as psycho-social support services that had a negative bearing on their development. The participants' low socio-economic level and the restricted availability of specialised psycho-social assistance for student development from a South African TVET institution were additional factors that negatively impacted their relatedness, competence, and autonomy. Future research is needed to examine the impact of psycho-social support services on students’ development at South African TVET colleges by using a larger sample of participants. The paper's findings indicate that the provision of counselling to students, understanding the impact of socio-economic status, and the availability of peer tutoring could develop students psychosocially at the South African TVET college in question. Furthermore, empowering lecturers and SDPs with psychosocial support skills helps them respond to the psychosocial challenges to student development
The School Principal as a Systems Thinker: A Case of School Health Promotion in a Public School in South Africa
Full text linkSystems thinking is often recommended in educational institutions to improve quality and increase learning outcomes. However, a shared understanding of this concept in the promotion of school health and the role of school principals in its application is limited. The education system in general and schools in particular, have been described as complex, where often human adaptation to localised circumstances is necessary to achieve success. This research focused on two important factors: the role of a principal as systems thinker in school health promotion; and the importance of systems thinking in school health promotion. Qualitative research using a single case study of a high school in the Free State province was conducted with six school management team members including one principal, one deputy and four heads of department, and seven teachers, who were interviewed individually and in a group. The findings revealed that systems thinking has a potential for capacity building and strengthening of programmes through the accessing of systems knowledge, provision of systems leadership and the establishment of a collaborative culture
Lack of Parental Involvement in the Education of Their children in the Foundation Phase: Case of Selected Schools in the Thabazimbi Circuit
Full text linkThe importance of parental engagement in a child’s life is well-documented in academic literature, with studies linking it to positive outcomes such as improved academic achievement, higher self-esteem, better school attendance, enhanced work performance, and improved social behaviour in children. The purpose of this study is to examine the challenges faced by schools in the Thabazimbi circuit due to a lack of parental involvement in their children's education and to suggest potential solutions. This research employed a qualitative design, guided by Epstein's model of parental involvement, to examine practices related to parental involvement in the foundation phase of public primary schools in the Thabazimbi circuit. The study's participants included teachers, Heads of Department (HoDs), school principals, and parents. Purposive sampling method was used to select the study sample. Data was collected through questionnaires, focus group interviews, and face-to-face interviews. The study revealed that parents value parental involvement and wish to engage in their children's education during the foundation phase. However, they reported several obstacles to greater involvement, such as a lack of time and uncertainty about how to assist their children effectively. Additional challenges included high levels of illiteracy and parental substance abuse. The study recommended extensive training for both principals and teachers to enhance parental involvement. Furthermore, the Department of Basic Education and the participating schools should adjust their approaches to better fit parents' life circumstances, supporting their involvement in their children's education. 
Students’ Self-Efficacy in Senior Secondary School Mathematics: Academic Engagement as a Predictor Variable
Full text linkStudents who lack confidence believe that they cannot accomplish a work, view the activity as pointless, and as a consequence, don't want to put any time or effort into it when properly engaged brings about traits that are needed in a student, hence academic engagement is seen as a potential antidote to the issue of students’ self-efficacy in mathematics. Therefore, this paper investigated student’s self-efficacy in senior secondary school mathematics as being predicted using academic engagement. An ex-post facto correlational research design was used. 1680 students from Senior Secondary School II made up the study's sample from the twenty-one randomly selected schools in the three Local Government Areas of Remo division of Ogun State, Nigeria. Mathematics Student Academic Engagement Scale (MSAES) with and Mathematics Self Efficacy Scale (MSES) with . Findings showed that cognitive engagement significantly predicts self-efficacy of students in Mathematics (F = 527.320, p<0.05). Also, behavioural engagement significantly contributes to the variance in students’ self-efficacy in Mathematics (F = 759.251, p<0.05). Furthermore, emotional engagement significantly contributes to the variance in students’ self-efficacy in Mathematics (F = 667.409, p<0.05). Results also revealed that the predictor variables cognitive, behavioural and emotional engagement when taken together significantly contribute to the variance in students’ self-efficacy in Mathematics (F = 380.151, p<0.05). This study concluded that cognitive, emotional and behavioural engagements are good predictors of senior secondary school students’ mathematics self-efficacy. To increase students' self-efficacy in mathematics, stakeholders in Nigerian education are advised to ensure that students are engaged cognitively, emotionally, and behaviourally
Creating Sustainable Posthuman Accounting Learning Environments: The Case for Green Accounting in South Africa
Full text linkThe study aims to explore the infusion of Environmental Accounting, or Green Accounting or Sustainability Accounting, into Posthuman Accounting Learning Environments (PALE) that promote deep learning. Posthuman Accounting Learning Environments (PALE) refer to the teaching and learning of Accounting that recognises the contributions of both the human and non-human aspects in the processes of acquiring and disseminating Accounting knowledge; seemingly, such knowledge leads to the derivation of the final products such as the financial statements. The latter, in turn, constitute the final product of the Accounting processes, affecting Accounting information used by shareholders, managers, prospective investors, lending institutions, government, employees, regulatory agencies, and researchers, who attempt to make relevant decisions that impact the circular flow of resources in a country. To date, Environmental Accounting is neglected in all these. Thus, PALE’s significant impact on the social, economic, and environmental conditions is not appreciated or taught in our institutions. This paper demonstrates an urgent need to explore ecological knowledge and its contribution to the teaching and learning of Accounting, leading to the conclusion that the sustainability infused Accounting curriculum embodies the totality of all the teaching and learning experiences aimed at understanding, for example, the issues of cybersecurity, diversified Accounting skills, advanced marketing strategies and the knowledge to align Accounting with globalisation processes, which are the subject matter of the PALE, including the sustainability content, principles, pedagogic approaches, implicit and explicit norms, and values inherent in the sustainability learning and teaching process