Nehemia Nome, Hana Suparti, Dyulius Tomas Bilo, D. Ming, Esther Widiyaningtyas
The prominent theme in 1 Peter is holy life and brotherhood as characteristics of being a Christian. Peter instructs Christians on how to respond to the inevitable reality of suffering facing the first-century church. The author of this letter addresses his message to immigrants, immigrants, who are scattered in Pontus, Galatia, Cappadocia, Asia Minor and Bithynia (I Pet. 1:1). Those who receive the letter of I Peter are called people chosen by God, sanctified by the Spirit of God. Thus, the author of the letter I Peter has the appropriate context at the time of writing this letter. The context is noteworthy so that it contributes to understanding Peter 1:13-25. In this text, the author uses a term that can help modern readers understand the context of I Peter. The word used in I Peter 1:13-25 is the word suffering or temptation as stated in I Peter 1:6. The purpose of the suffering is for the quality or purity of the recipient’s faith. The study used the historical-critical method to explore the teaching of 1 Peter 1:13–25. Hence, this exegesis sought to assist in attaining a clearer understanding of what the biblical passage seeks to convey to Christian religious education teachers in Tangerang Indonesia. A quantitative method was also used to seek the views of Christian elementary and junior high school teachers in Tangerang. It concluded that in light of the impending judgment on all humanity, believers are to trust God and continue to live holy lives and foster the spirit of brotherhood amidst their suffering. This study has implications for Christian Education as Christians face attacks from within and without and to remain victorious. Keywords: Holy life, Brotherhood of Believers, Brotherly Love, 1 Peter 1:13-25
{"title":"An Analysis of the Petrine View of Believers’ Holy Life and Brotherhood: Implications for Christian Education in Tangerang, Indonesia","authors":"Nehemia Nome, Hana Suparti, Dyulius Tomas Bilo, D. Ming, Esther Widiyaningtyas","doi":"10.38159/ehass.2024514","DOIUrl":"https://doi.org/10.38159/ehass.2024514","url":null,"abstract":"The prominent theme in 1 Peter is holy life and brotherhood as characteristics of being a Christian. Peter instructs Christians on how to respond to the inevitable reality of suffering facing the first-century church. The author of this letter addresses his message to immigrants, immigrants, who are scattered in Pontus, Galatia, Cappadocia, Asia Minor and Bithynia (I Pet. 1:1). Those who receive the letter of I Peter are called people chosen by God, sanctified by the Spirit of God. Thus, the author of the letter I Peter has the appropriate context at the time of writing this letter. The context is noteworthy so that it contributes to understanding Peter 1:13-25. In this text, the author uses a term that can help modern readers understand the context of I Peter. The word used in I Peter 1:13-25 is the word suffering or temptation as stated in I Peter 1:6. The purpose of the suffering is for the quality or purity of the recipient’s faith. The study used the historical-critical method to explore the teaching of 1 Peter 1:13–25. Hence, this exegesis sought to assist in attaining a clearer understanding of what the biblical passage seeks to convey to Christian religious education teachers in Tangerang Indonesia. A quantitative method was also used to seek the views of Christian elementary and junior high school teachers in Tangerang. It concluded that in light of the impending judgment on all humanity, believers are to trust God and continue to live holy lives and foster the spirit of brotherhood amidst their suffering. This study has implications for Christian Education as Christians face attacks from within and without and to remain victorious.\u0000\u0000Keywords: Holy life, Brotherhood of Believers, Brotherly Love, 1 Peter 1:13-25","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139604947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jona Mbaabu Karicha, Stephen Akaranga Ifedha, T. Musili
The success and development of each nation are based on the tenets which are cherished by its populace. This is partly expressed in the way they subscribe to their religious and socio-cultural values, which in turn promote social economic development. This article examined the role of the Roman Catholic Church in fostering the well-being of people in Meru County in Kenya. The research was guided by the following question: What role has the Roman Catholic Church played in the social economic development of the people in Meru County? Two theories, namely the Hybrid Quasi Theory and the Complementary Theory were employed to contextualize the research findings. The purposive sampling technique was utilized to select thirty participants who participated in the study. Questionnaires containing both open and closed-ended items were administered to the clergy from the thirty sampled parishes of the Roman Catholic Church in Meru County. The findings revealed that the church has partnered with the national and county governments to transform the Ameru people’s lives. This study highlighted the need for both the government and non-governmental development agencies to frequently consult with the church in advancing development. This study will benefit the people of Meru, the Roman Catholic Church and other churches, academicians and in particular scholars of religion and persons in social and economic positions of decisive influence. The study further creates an awareness to the ordinary populace of Meru County that the church not only enhances their spiritual well-being but also acts as an agent of social, economic and political development. Keywords: Religion, Development, Socio-Economic Development, Parish, The Roman Catholic Church.
{"title":"Assessing the Role of the Roman Catholic Church in the Education and Socio-Economic Development of Meru County, Kenya","authors":"Jona Mbaabu Karicha, Stephen Akaranga Ifedha, T. Musili","doi":"10.38159/ehass.2024511","DOIUrl":"https://doi.org/10.38159/ehass.2024511","url":null,"abstract":"The success and development of each nation are based on the tenets which are cherished by its populace. This is partly expressed in the way they subscribe to their religious and socio-cultural values, which in turn promote social economic development. This article examined the role of the Roman Catholic Church in fostering the well-being of people in Meru County in Kenya. The research was guided by the following question: What role has the Roman Catholic Church played in the social economic development of the people in Meru County? Two theories, namely the Hybrid Quasi Theory and the Complementary Theory were employed to contextualize the research findings. The purposive sampling technique was utilized to select thirty participants who participated in the study. Questionnaires containing both open and closed-ended items were administered to the clergy from the thirty sampled parishes of the Roman Catholic Church in Meru County. The findings revealed that the church has partnered with the national and county governments to transform the Ameru people’s lives. This study highlighted the need for both the government and non-governmental development agencies to frequently consult with the church in advancing development. This study will benefit the people of Meru, the Roman Catholic Church and other churches, academicians and in particular scholars of religion and persons in social and economic positions of decisive influence. The study further creates an awareness to the ordinary populace of Meru County that the church not only enhances their spiritual well-being but also acts as an agent of social, economic and political development.\u0000\u0000Keywords: Religion, Development, Socio-Economic Development, Parish, The Roman Catholic Church.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-20DOI: 10.38159/ehass.202341221
Glynnis Daries
As early childhood rises on state agendas in low and middle-income countries, the concern for building a quality workforce continues to be a challenge due to many epistemic injustices. South Africa is in the process of professionalising its early years. It is thus timely and critical to examine issues of practitioner knowledge and context-responsiveness. This article thus used the notions of Funds of Knowledge and Community of Practice as an asset-based lens. The conceptual framework was used to understand how practitioners operate as a Community of Practice to inform their work in early childhood centres in a vulnerable context with three- and four-year-olds. A qualitative case study using semi-structured interviews with eight under-qualified practitioners informed the study. The findings suggested that practitioners use informal and personal sources of knowledge while working as Communities of Practice to navigate sustainable outcomes for young children. These illustrative sources function both as enablers and disablers for shaping inclusive and quality practices. Practitioners are able to use their knowledge to be responsive, but they also have unexamined assumptions which are in need of disruption. The article concluded with a call for a more bottom-up model of professionalism that speaks to context-responsiveness, intentionality development and fostering of an ethic of care. Keywords: Funds of Knowledge, Sustainability, Early Childhood Practitioners, South Africa, Disadvantaged Context, Professional Development
{"title":"An Examination of Communities of Practice in a Disadvantaged Context in South Africa: The Shared Experiences From Early Childhood Practitioners","authors":"Glynnis Daries","doi":"10.38159/ehass.202341221","DOIUrl":"https://doi.org/10.38159/ehass.202341221","url":null,"abstract":"As early childhood rises on state agendas in low and middle-income countries, the concern for building a quality workforce continues to be a challenge due to many epistemic injustices. South Africa is in the process of professionalising its early years. It is thus timely and critical to examine issues of practitioner knowledge and context-responsiveness. This article thus used the notions of Funds of Knowledge and Community of Practice as an asset-based lens. The conceptual framework was used to understand how practitioners operate as a Community of Practice to inform their work in early childhood centres in a vulnerable context with three- and four-year-olds. A qualitative case study using semi-structured interviews with eight under-qualified practitioners informed the study. The findings suggested that practitioners use informal and personal sources of knowledge while working as Communities of Practice to navigate sustainable outcomes for young children. These illustrative sources function both as enablers and disablers for shaping inclusive and quality practices. Practitioners are able to use their knowledge to be responsive, but they also have unexamined assumptions which are in need of disruption. The article concluded with a call for a more bottom-up model of professionalism that speaks to context-responsiveness, intentionality development and fostering of an ethic of care.\u0000\u0000Keywords: Funds of Knowledge, Sustainability, Early Childhood Practitioners, South Africa, Disadvantaged Context, Professional Development","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139610747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-20DOI: 10.38159/ehass.202341222
Avosuahi Deborah Arasomwan, Glynnis Daries
Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators. Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.
{"title":"Rural Early Childhood Educators’ Perception of Music-Based Pedagogy in Teaching Communication Skills to Children","authors":"Avosuahi Deborah Arasomwan, Glynnis Daries","doi":"10.38159/ehass.202341222","DOIUrl":"https://doi.org/10.38159/ehass.202341222","url":null,"abstract":"Early childhood care and Education is an important phase for impacting communication skills to children for building a strong sense of identity and belonging. The South African National Curriculum Framework (NCF) regards communication skills as one of the six early learning and development areas considered for Early Childhood and Education (ECCE). Caps Grade R admonishes educators to support learners with interpersonal Communication Skills and to develop their Cognitive Academic Language Proficiency by engaging them in activities that focus on rhymes. Thus, South African children need skillful educators to employ developmental implementation strategies to support their acquisition of these skills. Research shows that subjects like Life Skills, English Language, Civic Education, and Mathematics are successfully implemented using music-based pedagogy. However, because ECCE is relatively new in South Africa, there is no strong structure to support the ECCE/ECD (Early Childhood Development) educators in employing music-based pedagogies to teach communication skills to the children. This article focuses on the rural ECD/ECCE educators’ perception and experiences in employing music-based pedagogy to support the children’s acquisition of communication skills. The study was conducted at two ECD/ECCE centres in Northern Cape province, South Africa.This is participatory visual research where Six ECD/ECCE Educators were engaged in semi-structured interviews and reflective activities on how they facilitate communication skills using music. The study was informed by Vygotsky’s sociocultural theory. The educators supported music-based pedagogy, however, inadequate musical training, non-availability of musical resources, and non-inclusion of music as an independent subject in the CAPS/NRF documents are their constraints. In their pre-service teacher education programs, almost all South African institutions include creative arts training; the course is typically taught over one semester, and music is merely one of the various creative arts subfields. As a result, the pre-service teachers lack the necessary musical background to implement music-based instruction. In conclusion, the study recommends musical intervention training to empower ECD/ECCE educators.\u0000\u0000Keywords: Early Childhood Development, Rural Context, Music-Based Pedagogy Communication Skills.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139611296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.38159/ehass.202341320
Michael Moreti Mahome, L. K. Mphahlele
In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders. Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.
{"title":"Developing a Formal Induction Programme for Newly Appointed Departmental Heads to Manage the Transition Period: A Guideline for South African Public Schools","authors":"Michael Moreti Mahome, L. K. Mphahlele","doi":"10.38159/ehass.202341320","DOIUrl":"https://doi.org/10.38159/ehass.202341320","url":null,"abstract":"In South Africa, there is a general agreement among main stakeholders about the significance of teacher induction, and a well-defined policy objective by the government to commence a process of teacher induction. Lamentably the intent of the government is proceeding at a slow pace, and with no attention given to the induction of newly appointed Departmental Heads (DHs), let alone a formal induction programme to address their transition. The current article aimed to confer attention to the newly appointed DHs by developing a formal induction programme to manage the transition period and address their continuing professional development. Setting sights on contributing to a national policy direction that will prioritise the induction of newly appointed DHs. To achieve the goal, the semi-systematic review was assumed as a research methodology to synthesise, process and analyse evidence regarding the induction programmes of newly appointed DHs and was underpinned by Khumalo’s Deputy Principal Induction Model. The semi-systematic review revealed that generally there is little evidence of the presence of induction programmes in Sub-Saharan African countries. South Africa is not exempted. Newly appointed DHs complained about the challenge of being promoted without knowledge of their respective functions, and this could be attributed to the lack of proper induction. The lack of induction for middle leaders may aggravate what is at present a confronting responsibility and result in poor learner achievement. It is recommended that the Department of Basic Education (DBE) reconsider and come up with a national induction programme that also includes other members of the School Management Team, namely, DHs and deputy principals. The article expands the static knowledge base on the induction of middle leaders.\u0000\u0000Keywords: Departmental Heads, Induction, Induction Programme, Public Schools, South Africa, Transition.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.38159/ehass.202341319
C. Ndebele, Dagogo William Legg-Jack
The study, premised on the interpretive paradigm explored the experiences of First Year students from a historically disadvantaged university in South Africa during the COVID-19 pandemic. The study was underpinned by one research question namely, what are the experiences of first-year students from a historically disadvantaged university during the COVID-19 pandemic? Convenience sampling was used to select 52 students from one diploma programme. Data was generated through open-ended online questionnaires designed using Google Forms and was analysed thematically. The Technology Acceptance Model was employed as a theoretical lens to frame the study. Findings highlighted the following themes namely, challenges with device ownership and Learning Management System Use, Student Access to the Learning Management System due to connectivity challenges in rural areas, interaction experience with other students online and challenges associated with interacting with Lecturers online. From the findings, the study recommended that deliberate efforts at the national level be undertaken to bridge the digital divide between students from historically disadvantaged universities and historically advantaged universities through the provision of requisite technology infrastructure. Further, the study recommended thorough capacity building in the use of information communication technologies for students from historically disadvantaged communities who may not be privy to the technologies. Keywords: Covid19, Historically Disadvantaged University, Learning Management System, WiSeUp
{"title":"Entering University during Times of Disruption: Experiences of First-Year Students from a Historically Disadvantaged University in South Africa during the COVID-19 Pandemic","authors":"C. Ndebele, Dagogo William Legg-Jack","doi":"10.38159/ehass.202341319","DOIUrl":"https://doi.org/10.38159/ehass.202341319","url":null,"abstract":"The study, premised on the interpretive paradigm explored the experiences of First Year students from a historically disadvantaged university in South Africa during the COVID-19 pandemic. The study was underpinned by one research question namely, what are the experiences of first-year students from a historically disadvantaged university during the COVID-19 pandemic? Convenience sampling was used to select 52 students from one diploma programme. Data was generated through open-ended online questionnaires designed using Google Forms and was analysed thematically. The Technology Acceptance Model was employed as a theoretical lens to frame the study. Findings highlighted the following themes namely, challenges with device ownership and Learning Management System Use, Student Access to the Learning Management System due to connectivity challenges in rural areas, interaction experience with other students online and challenges associated with interacting with Lecturers online. From the findings, the study recommended that deliberate efforts at the national level be undertaken to bridge the digital divide between students from historically disadvantaged universities and historically advantaged universities through the provision of requisite technology infrastructure. Further, the study recommended thorough capacity building in the use of information communication technologies for students from historically disadvantaged communities who may not be privy to the technologies.\u0000\u0000Keywords: Covid19, Historically Disadvantaged University, Learning Management System, WiSeUp","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139623033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.38159/ehass.202341219
D. Langeveldt, Doniwen Pietersen
Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa. Keywords: Teacher Placement, Data Analytics, Inclusive Education, South Africa, Legal Framework.
{"title":"Data-Driven Strategies for Addressing Challenges in Teacher Placement: A Legal and Pedagogical Analysis for Inclusive Education in South Africa","authors":"D. Langeveldt, Doniwen Pietersen","doi":"10.38159/ehass.202341219","DOIUrl":"https://doi.org/10.38159/ehass.202341219","url":null,"abstract":"Teacher placement is a major challenge in South Africa, with limited school placements available for student teachers. This conceptual research studied how data-driven strategies may be used to tackle this problem, with a focus on legal and pedagogical problems to promote inclusive education. The article proposed that the use of data analytics may improve evidence-based decision-making in teacher placement. It focussed on providing equal access to education for all learners. Based on a review of relevant literature and legal frameworks, as well as insights from pedagogical practices and data analytics in education, this study proposed three major concepts for harnessing data-driven techniques to address teacher placement difficulties. The article first stated that an inclusive approach to data collection and analysis can improve equitable access to education, particularly for historically disadvantaged learners. Second, the article emphasized the importance of data privacy and security in the collection and utilization of educational data. Finally, the article underlined the need for ongoing professional development as well as the support of teacher education programs in using data analytics to inform their practice. In general, this article argues that data-driven teacher placement strategies can assist in enhancing efficiency and effectiveness while also addressing socioeconomic inequities and encouraging inclusive education. The article concluded by stating that a more holistic approach to teacher placement that takes into account legal and pedagogical difficulties, as well as data-driven efforts, can lead to more egalitarian and effective education systems in South Africa. Overall, this study adds to the growing body of literature on data-driven education methods and offers a unique perspective on teacher placement in South Africa.\u0000\u0000Keywords: Teacher Placement, Data Analytics, Inclusive Education, South Africa, Legal Framework.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139622263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-15DOI: 10.38159/ehass.202341322
T. Nomtshongwana, A. Buka
This paper sought to establish teachers’ perspectives on the daily stress triggers they face in primary schools in Chris Hani East District in South Africa. Regardless of gender, wealth, or surroundings, stress is a universal phenomenon that impacts everyone. Although this occurrence has been extensively studied, teachers’ stress experiences continue to pose a serious threat, especially to the efficacy of schools. In South African classrooms, rationalization and the high teacher-to-learner ratio are just two of the problems teachers encounter. Schools must develop more effective intervention initiatives that can help instructors manage their stress. With a survey-only design, a quantitative study technique was used. One hundred schools were chosen randomly. Utilizing the Statistical Package for Social Sciences, data was examined. (SPSS). The findings of this study indicated that the demotivation of teachers which triggers stress levels in schools is due to the lack of promotion, poor rationalisation process and lack of motivation from management. It is recommended that school managers must come up with better strategies to motivate teachers and the Department of Education must intervene with programmes that can help teachers deal with stress. This article contributes to the discourse on employee welfare in the educational space. Keywords: Teacher Stress Triggers, Professional Development, Stress Management, Intervention Strategies.
{"title":"Primary School Teachers’ Perspective on Stress Triggers: A South African Case Study","authors":"T. Nomtshongwana, A. Buka","doi":"10.38159/ehass.202341322","DOIUrl":"https://doi.org/10.38159/ehass.202341322","url":null,"abstract":"This paper sought to establish teachers’ perspectives on the daily stress triggers they face in primary schools in Chris Hani East District in South Africa. Regardless of gender, wealth, or surroundings, stress is a universal phenomenon that impacts everyone. Although this occurrence has been extensively studied, teachers’ stress experiences continue to pose a serious threat, especially to the efficacy of schools. In South African classrooms, rationalization and the high teacher-to-learner ratio are just two of the problems teachers encounter. Schools must develop more effective intervention initiatives that can help instructors manage their stress. With a survey-only design, a quantitative study technique was used. One hundred schools were chosen randomly. Utilizing the Statistical Package for Social Sciences, data was examined. (SPSS). The findings of this study indicated that the demotivation of teachers which triggers stress levels in schools is due to the lack of promotion, poor rationalisation process and lack of motivation from management. It is recommended that school managers must come up with better strategies to motivate teachers and the Department of Education must intervene with programmes that can help teachers deal with stress. This article contributes to the discourse on employee welfare in the educational space.\u0000\u0000Keywords: Teacher Stress Triggers, Professional Development, Stress Management, Intervention Strategies.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139621083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.38159/ehass.202341215
I. Kariyana, W. Sinkala, Neliswa Gqoli
There is limited understanding of the opportunities available to universities through efficient deployment of predictive analytics. This study sought to develop a framework for the successful deployment of predictive analytics at one university to ensure high-quality postgraduate throughput rates. The study adopted a systematic literature review to elicit the opportunities presented by utilising predictive analytics in decision-making to promote postgraduate student throughput rates. It emerged that literature abounds on the manner big data analytics can be used to benefit universities and students. The study argued that the traditional, non-statistical approach which has long been used to address the unsatisfactory postgraduate throughput rates has failed to yield the required outcomes. It also noted the existing effort and support mechanisms to address postgraduate student retention and throughput rates which are necessary but not sufficient. A critical recommendation is that the proffered model should not be construed as a ‘perfect and single solution’ to capsize the poor postgraduate throughput rates at the university as different limitations exist. The study concluded that there is a clear call for the need to turn the current approach to the management and promotion of postgraduate student success. As such, the opportunities available are for those institutions that are committed to improving and magnifying their future practice by making meaning of the existing large data resources at their disposal. Keywords: Framework, Higher Education Institutions, Predictive Analytics, Throughput Rates
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South African universities, much like their counterparts globally, are confronted with the pressing need to diminish postgraduate student dropout figures, foster graduateness, and bolster cutting-edge research which would result in substantial socioeconomic advantages. This participatory qualitative action research delved deep into the multifaceted challenges confronting graduate students in their research pursuits, exploring their profound repercussions and advocating for the adoption of an entrepreneurial-oriented research model. Grounded in the lived experiences of postdoctoral fellows, this study presented the Graduate Research Model Canvas as a strategic response. This model canvas, meticulously designed, will serve as a potent mechanism empowering graduate students to adeptly chart their research trajectories, offering a robust solution to the intricate challenges posed by graduate research endeavours. Its implementation will potentially optimize graduate student throughput, enhance postgraduate effectiveness, and scale up research output towards a sustainable entrepreneurial university direction that South Africa is striving to attain. Keywords: Postgraduate Enterprise, Research Efficacy, Entrepreneurial University, Model Canvas.
{"title":"Research Model Canvas: A Strategic Response to Graduate Dropout in South Africa","authors":"IO Iwara","doi":"10.38159/ehass.20234149","DOIUrl":"https://doi.org/10.38159/ehass.20234149","url":null,"abstract":"South African universities, much like their counterparts globally, are confronted with the pressing need to diminish postgraduate student dropout figures, foster graduateness, and bolster cutting-edge research which would result in substantial socioeconomic advantages. This participatory qualitative action research delved deep into the multifaceted challenges confronting graduate students in their research pursuits, exploring their profound repercussions and advocating for the adoption of an entrepreneurial-oriented research model. Grounded in the lived experiences of postdoctoral fellows, this study presented the Graduate Research Model Canvas as a strategic response. This model canvas, meticulously designed, will serve as a potent mechanism empowering graduate students to adeptly chart their research trajectories, offering a robust solution to the intricate challenges posed by graduate research endeavours. Its implementation will potentially optimize graduate student throughput, enhance postgraduate effectiveness, and scale up research output towards a sustainable entrepreneurial university direction that South Africa is striving to attain.\u0000\u0000Keywords: Postgraduate Enterprise, Research Efficacy, Entrepreneurial University, Model Canvas.","PeriodicalId":212587,"journal":{"name":"E-Journal of Humanities, Arts and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138946940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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