Research in Educational Policy and Management (E-Journal)
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RETRACTED: Challenges in the Prevention and Management of Adolescent Pregnancy and School Dropout by Adolescent Mothers in South Africa
Full text link(This article has been retracted. The retracted article was decided to remain online to preserve the scholarly record. Please see the Retraction Notice https://doi.org/10.46303/repam.2025.6 )
Owing to the social, economic, health, educational and psychological implications of adolescent pregnancy, there had been many attempts to stop this phenomenon. These efforts, however, do not seem to be succeeding given its acceleration, generally in South Africa. The schooling of many adolescent girls gets disturbed by their pregnancy and others discontinue with schooling postpartum. This exacerbates South Africa’s challenges of unemployment, poverty, intergenerational illiteracy, and general societal vulnerability. The Pregnant Learner Management Policy contributed to the dropout rates as it prohibited adolescent mothers from returning to school before they had spent two years with their babies. It has since been replaced with the National Policy on the Prevention and Management of Learner Pregnancy in Schools, but reintegration remains a challenge. The pregnancy and reintegration challenges are aggravated by institutional, social, economic, cultural, and religious barriers. The pregnancies are due to several factors such as poor and inconsistent uptake of contraceptives, and inadequate parental involvement and guidance on the sexual and reproductive health education of the adolescents. The study used qualitative research techniques to delve deeper into the adolescent pregnancy and school dropout phenomenon; research participants were sampled from the three provinces with the highest number of births that were delivered by adolescents, namely KwaZulu-Natal, Limpopo, and Eastern Cape
Swimming Against the Tide: Resource Mobilization and its Implications for Rural Schools of South Africa
Full text linkIn a developing country like South Africa, the quality of education has a pivotal role in eliminating poverty and bringing about economic transformation. This constitutes the central goal of the National Development Plan. However, research has consistently demonstrated that providing quality education is linked to the availability or the absence of resources in South Africa. Therefore, in rural communities where resource scarcity is prevalent, the goal of quality inclusive education for all remains elusive and impossible to achieve. Driven by this challenge, in this study, we elicited insights from various stakeholders in a rural community about how they mobilize resources or can enhance resource mobilization in their context. We adopted a qualitative research approach, employing participatory methodologies such as transect walks, SWOT analysis and photovoice to engage the participants on what they described as resources in their rural context and how these resources could be mobilized. The findings presented three sets of capital under which resources that may drive the provision of quality education can be housed. These are human capital, cultural capital, and social-organizational capital. Based on the findings, we argue that the dominant discourse that rural communities lack capital is a “half reality” and that the challenge is the lack of awareness of what is available and how it can be harnessed to enhance the provision of quality education. We therefore recommend focused approaches to resource identification and mobilization
Breaking Barriers and Building Bridges: Unveiling the Enablers of Women School Leaders to Overcome Gender Inequality in KwaZulu-Natal, South Africa
Full text linkThis paper examined the enablers of women school leaders in KwaZulu-Natal, South Africa, which can be leveraged to address persistent challenges of gender inequality. Globally, women in leadership roles face numerous obstacles that hinder their professional growth and negatively impact their well-being. Despite ongoing gender equity initiatives in South Africa, women continue to experience gender discrimination. This study aimed to identify the enablers that women in school leadership could utilise to mitigate the adverse effects of societal expectations on their gender identity. Using a phenomenological Community-Based Participatory Research (CBPR) design, the research focused on empowering and collaborating with women school leaders. The paper is framed within the critical pedagogy theory (CPT), which advocates for the examination of power structures and patterns of inequality, urging women to awaken their critical consciousness in the pursuit of emancipation from oppression. Data was gathered through individual face-to-face interviews with Deputy Principals (DPs), one Head of Department (HD), and two school principals, and analysed thematically. The findings revealed three key themes that women in leadership roles use to navigate and counteract gendered expectations: networking, the revision of outdated policies, and mentoring for change. By emphasising these enablers, the study outlines practical strategies that can assist women school leaders in effectively combating gender inequality and successfully leading their schools. Further implications for practice include the need for continuous professional development and capacity-building sessions aimed at empowering women in school leadership. Additionally, the paper advocates for societal empowerment through training sessions and seminars aimed at alleviating gender discrimination
Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics
Full text linkThis research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms
Wisconsin District Administrators’ Decision-Making Approaches during COVID-19 Pandemic-Related School Closures
Full text linkThis study sought to examine the decision-making approaches used by Wisconsin district administrators when addressing COVID-19 pandemic-related school closures. It also examined the factors that impacted their decisions to close the schools or keep them open, the stakeholders considered when making these decisions, and the learning formats and platforms used during school closures. The research thesis was that Wisconsin district administrators’ decision-making approaches during the COVID health emergency were more classical and shared than political and that they were driven primarily by the well-being of students and staff. A survey was emailed to all Wisconsin district administrators. The survey results showed that Wisconsin district administrators’ decision approaches were predominantly classical and incremental in nature and high in satisficing, mixed scanning, and shared decision-making. The garbage can and political approaches ranked the lowest. The results from the interview questionnaire revealed that all Wisconsin district administrators followed state mandates to close the schools but relied heavily on input from stakeholders before making any mitigation decisions or choosing any learning format. They prioritized the well-being of students, families, and staff when making such decisions. The primary factors taken into consideration by district administrators to decide on virtual or in-person learning included guidance from health authorities, number of infection cases, student learning, availability of technology, and community dynamics. District administrators facing epidemic health emergencies need to seek all stakeholders’ input on mitigation measures, but student learning should be the primary driver behind closing schools or going back to in-person learning
Enrolling Teenage Mothers in the Formal Secondary Education System: A New Policy Implementation Assessment
Full text linkThis is an early assessment of a policy implemented to enroll teenage mothers in the formal secondary education system in Dar es Salaam, Tanzania. This important policy change allowing teenage mothers back to school is new. The actions taken are identified, and recommendations are made. The late Tanzanian President, Hon. John Pombe Magufuli, declared in a speech on June 22, 2017, that no pregnant students would be allowed to return to school during his presidency. However, after his untimely demise, a new head of state, a female president, changed the policy, and for the first time, directives were provided that teenage mothers should enroll back in schools. In this research, a purposeful random sampling was used to select the required number of respondents. Questionnaires and interviews were utilized to gather primary data, while secondary data were collected from various earlier research and other sources. Data analysis employed descriptive statistics for quantitative data using MS Excel and qualitative data through content analysis. The study findings revealed that there is currently no legal framework or policy for enrolling teenage mothers in formal education. Teenage mothers struggle to balance school and parental responsibilities, and face discrimination from their peers. To address these issues, the study recommends the development of a framework to guide formal education for teenage mothers, provision of financial resources, creation of a suitable learning environment, and moral support, including counselling
Enhancing the Support System by the Department of Education to Teachers in Rural Setting of South Africa
Full text linkThis study examines the support system offered by the Department of Education in South African schools in the Free State Province of South Africa Participants were a purposive sample of t eight (8) teachers in rural setting of South Africa (female = 80%, 26 to 55 years old). Data on the support system by the Department of Education to support teachers were collected by means of semi-structured individual interviews. The data were thematically analysed by means of open coding. The study indicated that it is thought that improving the overall effectiveness of the educational system requires increasing the quality of teacher performance through teacher development programs. The study further indicated that viewed support in terms of teacher development especially on issues of instructional leadership or leadership in a general sense, curriculum delivery, while others viewed support in terms of resource provision. When it comes to resource provision, they expected to be provided with materials that would help them to execute their duties successfully. The study indicated that the support that is to be provided by the District Support Team has to be informed by teacher’s needs, meaning there must be a collaboration between the two stakeholders whereby they sit and plan together on issues that are of great concern regarding the context of the school
Legal Remedies for Teachers as Victims of Workplace Bullying in South Africa
Full text linkWorkplace bullying is a serious issue among teachers in South Africa, with detrimental effects on their physical and mental health, job satisfaction, and overall wellbeing. This article examines the legal remedies available to teachers who are victims of workplace bullying. These remedies include delictual liability, vicarious liability, constitutional claims, dispute resolution mechanisms, constructive dismissal, criminal law, and civil law, each of which provides a different avenue for teachers to seek legal redress. These approaches include compensation for damages, protection of their constitutional rights, and criminal charges against the person(s) accused of bullying. However, barriers such as lack of legal literacy, fear of retaliation, and cost and time constraints, may prevent teachers from accessing legal support. To address these barriers, teachers need adequate legal support and resources. This process includes legal aid services and training programmes on constitutional rights and procedures. This study utilizes a document analysis approach to examine relevant laws, policies, and case law related to workplace bullying. Future research could explore the effectiveness of different legal remedies in addressing workplace bullying among teachers. It could also explore both the facilitators of legal support and the barriers to accessing such assistance. Policy development could focus on strengthening legislative protection for teachers and victims of workplace bullying. This practice could include the development of specific legislation or regulations that address workplace bullying and provide clear guidelines for instigating legal action. This study found that the legal resources available to teachers who are victims of workplace bullying in South Africa offer different avenues for seeking legitimate redress. As indicated above, these processes include compensation for damages, protection of constitutional rights, and criminal charges against the perpetrator(s) of intimidation. However, obstacles preventing teachers from accessing legal support include a lack of legal literacy, fear of retaliation, and cost and time constraints. Overall, this article contributes to a better understanding of the legal framework surrounding workplace bullying in South Africa. It provides insights into the ways in which legal remedies can be utilized to protect teachers' rights and prevent workplace bullying
Calibrating the lives and lived experiences of teachers in India: A plea for research
Full text linkThe purpose of this study is to highlight the insufficient understanding of the lives and concerns of government schoolteachers in India, who are often blamed for the deteriorating state of public schools in the country. It examines previous studies on the subject and contends that they have not adequately represented the teachers' perspectives and voices. In order to gain a more comprehensive understanding of the Indian teaching workforce, it is crucial to conduct research that delves into the personal lives and experiences of Indian teachers. To this end, this review paper adopts a hermeneutic approach to select relevant studies for analysis. We explore the evolution of research on the lives of teachers as a distinct field of study, and introduce several prominent studies in this area to provide a foundation for future research in the Indian context. Ultimately, we identify several key questions that can be addressed through an examination of the lives of Indian teachers
Exploring School Improvement Opportunities through Distributed Leadership Practices for Science and Mathematics in South African Schools
Full text linkSchool leadership practices are significant in addressing learner-attainment gaps in school subjects such as science and mathematics. This paper uses an exploratory qualitative case-study approach with four purposely selected high schools to explore how distributed leadership (DL) improves opportunities for teaching and learning in science and mathematics. The four schools constituted two suburban and two township schools prioritizing science and mathematics on school improvement agendas. Principals, deputy principals, heads of department, and teachers of science and mathematics participated in semi-structured interviews. Thematic content analysis in which the emerging themes were compared to the DL tenets was used to make sense of the gathered data. The findings indicate that DL practices influence the teaching and learning of science and mathematics, irrespective of a school’s socioeconomic status. The participating schools developed useful mechanisms for school improvement through science and mathematics that were compatible with the DL setups existing in their schools. The study recommends that DL should be promoted in schools by being one of the topics for professional development made available to science and mathematics teachers