UFS Publications Platform (Univ. of the Free State)
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Voices from the forefront: Socio-cultural factors hindering women’s representation in principalship positions in South Africa
Full text linkThe underrepresentation of women in principalship roles within the education sector constitutes a persistent global challenge, significantly influenced by socio-cultural factors. This case study investigates stakeholder perceptions of these barriers in two secondary schools located in South Africa\u27s Eastern Cape. Employing a qualitative research design within an interpretive paradigm, data were collected through semi-structured interviews with nine selected participants. Analysis revealed key themes pertaining to the systemic challenges that women encounter in progressing to leadership positions. The study identified several critical factors that impede women\u27s advancement, including entrenched societal stereotypes and cultural beliefs that perpetuate discrimination in leadership selection. Cultural and societal norms further complicate the landscape for aspiring female leaders. The findings indicate a pressing need for initiatives aimed at cultivating a supportive environment for women in educational leadership. Recommendations include the implementation of leadership awareness workshops to educate stakeholders about the value of gender diversity and to address unconscious biases in promotion practices. Moreover, community empowerment campaigns are essential for engaging local support for women in leadership. Enhancing access to professional development opportunities for women can equip them with the requisite skills for leadership roles. Ultimately, the study advocates for schools to ensure equal opportunities based on talent and merit rather than gender, thereby fostering an equitable framework for advancement in educational leadership
Loneliness and psychosocial outcomes among left-behind learners in child-only households in South Africa
Full text linkParental labour migration in South Africa has led to an increasing number of left-behind learners residing in child-only households. This separation disrupts familial structures and adversely affects children’s psychosocial well-being and academic performance. This study aims to investigate how loneliness manifests among left-behind secondary school learners and influences their emotional, behavioural, and educational outcomes within both school and community contexts. A qualitative case study design was employed at one secondary school in South Africa. Fourteen left-behind learners and twelve community and educational informants were purposively selected to participate in focus group discussions and follow-up interviews. Data were analysed thematically. Findings indicate that loneliness has significant emotional repercussions, including heightened sadness, anxiety, and low self-esteem. Behaviourally, learners exhibit withdrawal, aggression, and risk-taking due to limited or absent parental supervision. Academic performance is negatively impacted by diminished motivation, concentration difficulties, and absenteeism. Furthermore, negative stereotypes within the community and school exacerbate learners’ isolation and restrict access to supportive networks. In conclusion, loneliness emerges as a critical psychosocial risk factor that undermines the holistic well-being and educational experiences of left-behind learners. The study recommends the implementation of school and community-based support initiatives to enhance emotional care, social inclusion, and academic participation
Pre-service teachers’ self-efficacy in teaching mathematics at senior primary phase
Full text linkThis chapter investigates the self-efficacy levels of pre-service mathematics teachers at the senior primary phase within a Namibian teacher education context. Employing a quantitative research approach with a descriptive design, the study examined the confidence levels of 27 randomly selected third- and fourth-year pre-service teachers from one campus of the University of Namibia. Data were collected using a closed-ended questionnaire with Likert scale items adapted from the Fennema-Sherman scales, focusing on self-efficacy attributes. The findings revealed that while most pre-service teachers expressed confidence in designing effective lesson plans, using technology, and managing classrooms, notable challenges persisted. These included limited access to teaching aids, learner misconceptions, and difficulties in time management. Self-efficacy was found to be significantly influenced by content knowledge, pedagogical strategies, classroom management skills, mentorship, and observational learning. The study highlights the importance of robust teacher training programmes that integrate technology, mentorship, and practical teaching experiences. Recommendations include expanding micro-teaching opportunities, providing access to teaching resources, and exploring the role of demographic factors in shaping teacher self-efficacy. The findings aim to inform teacher education programmes and contribute to the preparation of confident and competent mathematics educators
The elusive ‘promised land’: South Africa’s rural community struggles after thirty years of democracy
Full text linkThis study highlights the struggles of Black South Africans in rural communities, which define inequalities and socio-economic conditions thirty years after the first democratic elections in 1994, regardless of the ANC\u27s promise of “a better life for all.” The purpose of discussing these challenges was to explore selected areas relevant to these issues as a delimitation. A closer look at the socio-economic history of a people reveals factors and circumstances that either promote, sustain, or challenge the livelihoods of a society or community, as in South Africa, race and geographical location define social status and quality of life. Such circumstances have particularly affected Black South African rural communities, who continue to experience abject poverty and destitution. This points to a departure from the Batho Pele Principles, which aimed to focus on socio-economic development programmes. The data used was ‘desktop’ from secondary sources, reports, and policy papers deemed relevant to the study and related to the experiences and struggles of rural communities against inadequate education, sustainable livelihoods, water and sanitation, and health, among others. The study concluded that, despite the gains of democracy, more needs to be done. An Afrocentric perspective was preferred because it is suitable for conceptualising, operationalising, and understanding social human problems such as rural community struggles outside the confines of Eurocentric knowledge ‘paternalism’. An Afrocentric method was used to present the findings of the study, based on the identified subtopics
Foetal alcohol syndrome disorder in South Africa: Understanding the enablers of alcohol consumption during pregnancy
Full text linkFoetal alcohol spectrum disorder (FASD) remains one of the leading causes of non-genetic intellectual and developmental disabilities globally. Although there is no reliable estimate of the national burden of FASD in South Africa, a recent study reported a prevalence of 310 per 1,000 live births in a community within the Western Cape Province. This study reviews existing literature on the factors that enable and influence alcohol consumption among pregnant women in South Africa. A scoping review was conducted in August 2024. Using PubMed, ScienceDirect, JSTOR, and EBSCOHost, a Boolean search was conducted focussing solely on studies related to alcohol consumption among pregnant women or FASD, carried out in South Africa and published in English between 2020 and 2024. Seventeen studies were identified as relevant to the phenomenon. Some of the key enablers identified include unplanned pregnancies, intimate partner violence, mental health challenges, and socioeconomic hardship. Due to systemic knowledge gaps and limited resources, interventions are frequently delayed, exacerbating the health and socioeconomic outcomes associated with FASD. Effective mitigation strategies require culturally sensitive public health campaigns, enhanced early diagnosis in rural areas, and trauma-informed, non-judgmental healthcare practices.
Progressed learners as a burden for teachers: A case of selected participants from Limpopo Province, South Africa
Full text linkThis study examines teachers\u27 perspectives on the academic performance of progressed learners. The research adopted an interpretive paradigm aligned with qualitative methods, using purposive sampling to engage 10 Grade 12 teachers through semi-structured interviews. Thematic analysis of the data revealed that progressed learners are often segregated, struggle with understanding English as a Language of Learning and Teaching, find it difficult to cope with the workload in Grade 12, and most come from child-headed families. The study concludes that most teachers are dissatisfied with progressed learners because they did not meet the requirements for progression, and if they perform poorly, teachers feel they are to blame. It is recommended that teachers be trained and equipped with the necessary teaching strategies for handling progressed learners, particularly those who progressed after meeting the progression requirements. The Department of Basic Education (DBE) should monitor the progress of these learners and obtain regular feedback from teachers regarding their academic performance. This can help identify cases where both teachers and learners need support. Teachers should not compromise the quality of education by teaching in the learners\u27 vernacular; instead, they should teach in English, as assessments are conducted in English. The School-Based Support Teams (SBSTs) should identify progressed learners who are heading families and seek support for them from relevant individuals or departments. Parents and teachers should sign a memorandum of understanding outlining their roles in supporting progressed learners. Additionally, progressed learners should be taught skills to help them cope with the pressures of the new grade
South African society for education (SASE) – 48th annual international conference: Editorial statement
Full text linkThis Special Issue presents scholarly contributions from the 48th Annual SASE Conference, which focused on the integration of new technologies and innovative research to promote sustainable development in Southern Africa. The selected articles examine themes including artificial intelligence, virtual reality, indigenous knowledge systems, and context-driven methodologies. Collectively, these contributions demonstrate a commitment to educational transformation, equity, and the attainment of Sustainable Development Goals through technology-integrated and socially responsive research practices
The influence of students’ engagement in mathematical problem solving activities
Full text linkThe ability to retain and sustain students’ engagement in mathematics is crucial for fostering a lifelong interest in a subject that often turns students off. Problem-solving techniques are dynamic, particularly when integrated into teaching and learning in mathematics. This study evaluated how engaging students in mathematical problem-solving activities influenced their performance and learning outcomes in the subject. To achieve the set objectives, three hundred grade-eight students from twelve schools across Abuja, Nigeria, were sampled and analysed. The analyses included descriptive statistics, factor analysis for grouping problem-solving activities into distinct categories, and Pearson\u27s correlation coefficient. The results showed that increased engagement in research-based problem-solving activities correlated with enhanced student performance across three key areas of achievement: knowledge, comprehension, and application. Therefore, the study recommends that students should be equipped with activities, facilities, and opportunities that will enhance their problem-solving skills in mathematics
The Double-Edged Sword of Social Media: Opportunities and Challenges for Community Development
Full text linkAlthough social media platforms have been hailed as powerful tools for marginalized communities to express themselves, this phenomenon has also raised important questions about their capacity to facilitate meaningful developmental efforts in these communities. Regardless of the potential benefits of social media, concerns have been raised about its ability to drive tangible positive change in rural areas, highlighting the need for a more nuanced understanding of the relationship between social media and development. This research explored the potential of social media to facilitate community development, with a particular emphasis on its utilisation and effectiveness in supporting developmental initiatives at the local level. Within the framework of participant development communication theory, this study adopted a qualitative research design, drawing on data from participants purposively sampled from Insiza, a rural district in Zimbabwe. The evidence suggests that negative perceptions and inadequate coordination have hampered social media’s potential to improve the lives of villagers. Based on the findings, I argue that the capacity of social media to facilitate development in rural areas is often overestimated. I contend that educating villagers on effectively utilising social media platforms can unlock enormous benefits for their communities
Enhancing harvested rainwater quality through nanofiltration and storage practices in a rural community
Full text linkWater scarcity remains a persistent global challenge, particularly in rural communities where untreated harvested rainwater is often the primary source of water for domestic use. This study investigated cost-effective strategies to improve the quality of harvested rainwater in a selected rural community in South Africa. A sequential mixed-methods approach was adopted to explore the community’s existing rainwater harvesting practices, associated challenges, and perceptions of rainwater harvesting. The quantitative part of the study gathered data from 221 households through convenience sampling and was analysed using inferential statistics. The qualitative part of the study gathered insights from 16 interviews using convenience-based voluntary sampling and was analysed thematically. The results revealed that the majority of the households collected and stored rainwater using rooftop harvesting systems combined with plastic storage tanks. The harvested rainwater was primarily used for cooking, drinking, and cleaning. However, contamination from inadequate storage conditions, lack of filtration systems, and exposure to environmental pollutants frequently resulted in health-related concerns surfacing within the community. The study proposes using a simple wood-based nanofiltration system as a low-cost sustainable intervention to improve water quality. In addition, the study recommends promoting hygienic practices to reduce contamination risks and improving storage practices to preserve water quality. By advocating for accessible filtration technologies and encouraging safer water storage practices, the study contributes to the advancement of safe rainwater harvesting and sustainable water management in rural communities