Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2188
Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza
The acquisition of vocabulary and narrative comprehension are key abilities for children’s literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two pre-school children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen’s d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen’s d = 0.710) in the treatment group. The results do not vary based on gender or age (31−36 and 37−42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.
词汇和叙事理解的习得是儿童识字发展的关键能力，也是儿童早期认知能力和学术能力发展的关键。这项研究的目的是分析一个为期6周的综合活动课程的效果，该课程基于好玩的游戏、词汇和叙事理解。将92名年龄为35.83±2.57月龄的学龄前儿童分为实验组和对照组，其中女童占45.7%。干预前和干预后的评估结果显示，治疗组词汇量提高了56.1% (p < 0.001, Cohen’s d = 0.759)，叙事理解提高了24.7% (p < 0.001, Cohen’s d = 0.710)。结果不因性别或年龄(31 - 36个月和37 - 42个月)而异。在儿童教育中，建议以课堂游戏为基础的主动课程作为词汇习得和叙事理解的支持。
{"title":"Effect of an integrated active-lessons programme on vocabulary and narrative comprehension in pre-school children","authors":"Alba Cámara-Martínez, Sara Suárez-Manzano, E. J. Martínez-López, Alberto Ruiz-Ariza","doi":"10.15700/saje.v42ns1a2188","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2188","url":null,"abstract":"The acquisition of vocabulary and narrative comprehension are key abilities for children’s literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two pre-school children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen’s d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen’s d = 0.710) in the treatment group. The results do not vary based on gender or age (31−36 and 37−42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45105035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2123
Jane Tsharane, M. Bussin
With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.
{"title":"Exploring financial risk management practices in selected Tshwane schools","authors":"Jane Tsharane, M. Bussin","doi":"10.15700/saje.v42ns1a2123","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2123","url":null,"abstract":"With this study we explored financial risk management practices in public schools in selected quintile (1, 2 & 3) township schools in the Tshwane South district in Gauteng. The schools involved were previously disadvantaged schools and learners were from the same area as the schools. We adopted a qualitative research approach and thematic analysis was used to analyse the data collected via one-on-one interviews. Stratified random sampling was used to select 12 principals who formed the sample of the study. The challenges experienced by principals identified from the themes concerned a lack of clarity of principals’ roles regarding finances; balancing roles as accounting officers and ex-officio members; effective use of systems provided to use for school administration, including financial record keeping; accountability of reporting; and poor monitoring and support by the Department of Education. Schools across the country face challenges regarding financial management due to a lack of knowledge of financial risk management practices in schools. Within the South African public schools system the overall responsibility and accountability for school financial management and asset control lies with the school governing body.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45798415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2127
M. Mokgolo, M. Dikotla
With the study reported on here we aimed to explore the relationship between situational determinants of teachers’ perceptions of organisational politics in some public high schools in the KwaZulu-Natal province. We adopted a cross-regional survey design and convenience sampling to study teachers (n = 301) at public high schools in all 10 districts in KwaZulu-Natal, South Africa. We found that perceived organisational politics had a positive relationship to job satisfaction. Analyses of correlational and stepwise regression showed numerous significant relations between the perceptions of organisational politics and job satisfaction variables. The results of the study can be used by the Department of Basic Education to improve South African provincial school management practices for the development and retention of experienced and valuable educators.
{"title":"Relationship between situational determinants of teachers’ perceptions of organisational politics and job satisfaction","authors":"M. Mokgolo, M. Dikotla","doi":"10.15700/saje.v42ns1a2127","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2127","url":null,"abstract":"With the study reported on here we aimed to explore the relationship between situational determinants of teachers’ perceptions of organisational politics in some public high schools in the KwaZulu-Natal province. We adopted a cross-regional survey design and convenience sampling to study teachers (n = 301) at public high schools in all 10 districts in KwaZulu-Natal, South Africa. We found that perceived organisational politics had a positive relationship to job satisfaction. Analyses of correlational and stepwise regression showed numerous significant relations between the perceptions of organisational politics and job satisfaction variables. The results of the study can be used by the Department of Basic Education to improve South African provincial school management practices for the development and retention of experienced and valuable educators.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46848994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2211
Javier Castillo-López, Daniel Domínguez Figaredo
Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.
{"title":"Characterisation of flipped classroom teaching in multigrade rural schools","authors":"Javier Castillo-López, Daniel Domínguez Figaredo","doi":"10.15700/saje.v42ns1a2211","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2211","url":null,"abstract":"Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45458382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2135
Miray Özözen Danacı, Sırma Seda Bapoğlu Dümenci
The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children’s preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.
{"title":"The consistency of the Teele Multiple Intelligence Inventory (TIMI) scale with children’s preferences in investigating the intelligence areas of preschool children","authors":"Miray Özözen Danacı, Sırma Seda Bapoğlu Dümenci","doi":"10.15700/saje.v42ns1a2135","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2135","url":null,"abstract":"The study reported on here was conducted to examine the consistency of the views of children and teachers in predicting the multiple intelligence areas of children at the end of the education programme provided in an enriched class based on multiple intelligence practices in a pre-school education institution. Using the pre-test-education-post-test experimental method, we applied the relational pattern to investigate the relationship between the 2 variables. The sample group of this study consisted of 34 children aged 5 to 6 years, 17 in the experimental and 17 in the control group. As data collection tools, the TIMI Inventory developed by Teele (1992) and an application (colour-bead system) containing assessments of the children’s preferences were applied. The findings obtained in this study show that in 7 of the 17 children, the intelligence/skills area revealed by the evaluations of their preferences was similar to the results of the TIMI Inventory.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46407088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2098
A. Molotsi
In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.
{"title":"The use of ICT resources to transform teaching at secondary schools in the Bojanala district, Northwest province","authors":"A. Molotsi","doi":"10.15700/saje.v42ns1a2098","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2098","url":null,"abstract":"In the study reported on here I investigated how teachers used available information and communications technology (ICT) resources to transform teaching and learning in the Bojanala district in the Northwest province of South Africa. The Technological Pedagogical Content Knowledge (TPACK) framework enabled understanding of how the use of available ICT resources transforms teaching and learning. I adopted a qualitative, multiple case study research design which was grounded in the interpretive paradigm. Eight teachers were purposefully sampled – 6 men and 2 women. Semi-structured interviews, non-participant observation and document analysis were the data collection strategies. Data analysis was done according to Creswell’s 4 pillars of data analysis. Ethics was maintained using voluntary participation, informed consent, confidentiality, and anonymity. The results reveal limited use of ICT resources to transform teaching. It is recommended that ongoing, in-service training on using ICT resources should be done to assist teachers to transform their lesson delivery. Again, schools should be provided with ICT policies to guide them on how to transform teaching using ICT resources.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2219
Murunwa Dagada
The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.
{"title":"Foundation Phase teachers’ challenges in teaching reading in South Africa","authors":"Murunwa Dagada","doi":"10.15700/saje.v42ns1a2219","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2219","url":null,"abstract":"The reading ability of learners in the Foundation Phase through the development of reading proficiency at an early age could determine learning. With the study reported on here I intended to explore the challenges faced by Foundation Phase teachers in teaching reading. I used a qualitative approach and employed an explanatory case study design. The study was guided by the social constructivist theory of German psychologist, Max Wertheimer. Twelve participants (n = 12) were purposively selected from 4 schools in the Vhembe district in the Limpopo province, South Africa. These were learners who performed poorly in reading. Data were collected using semi-structured interviews and thematic analysis was used to analyse the data. I recorded that the Foundation Phase teachers experienced various challenges, namely overcrowded classrooms, a lack of resources and support from the school management team and parents, and poor knowledge of reading instruction. I further recorded that teachers’ inability to administer assessment tasks, as prescribed by the Department of Education, might be addressed through workshops, which might also alert teachers to the value of pre-reading and setting learning outcomes before reading lessons.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2244
Rebecca Bessong, T. Ogina
In the study reported on here we investigated how teachers exercised their role as curriculum leaders in secondary schools in South Africa. The study was conducted in 4 schools (2 semi-urban and 2 rural) in the Vhembe district of South Africa. Semi-structured individual interviews, focus-group discussions (FGDs), and lesson and meeting observations were used to generate data from 20 teachers. This study was framed within Grant’s (2012) model of teacher leadership. We engaged an exploratory multiple-case study, and 20 teachers were purposively and conveniently sampled. The findings reveal that teachers executed their role as curriculum leaders through engagement in instructional, school-based curriculum development (SBCD) for curriculum implementation and curriculum activities in the schools and in the communities. From the outcome we recommend the provision of sufficient resources and infrastructure to enhance learner-centred pedagogy, thus maximising learner’s learning.
{"title":"Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa","authors":"Rebecca Bessong, T. Ogina","doi":"10.15700/saje.v42ns1a2244","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2244","url":null,"abstract":"In the study reported on here we investigated how teachers exercised their role as curriculum leaders in secondary schools in South Africa. The study was conducted in 4 schools (2 semi-urban and 2 rural) in the Vhembe district of South Africa. Semi-structured individual interviews, focus-group discussions (FGDs), and lesson and meeting observations were used to generate data from 20 teachers. This study was framed within Grant’s (2012) model of teacher leadership. We engaged an exploratory multiple-case study, and 20 teachers were purposively and conveniently sampled. The findings reveal that teachers executed their role as curriculum leaders through engagement in instructional, school-based curriculum development (SBCD) for curriculum implementation and curriculum activities in the schools and in the communities. From the outcome we recommend the provision of sufficient resources and infrastructure to enhance learner-centred pedagogy, thus maximising learner’s learning.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2171
B. Radulović
Although teachers’ attitudes towards gifted students and gifted education have been monitored more intensively since the 1990s, we still do not have a clear and definitive picture. Therefore, with the research reported on here we examined teachers’ opinions about the connection between gifted education and elitism and how they viewed the need for grouping gifted students. The sample consisted of 432 primary and secondary school teachers. The main results show teachers’ neutral opinions towards the grouping of gifted students and the correlation to elitism. Significant differences were obtained in the teachers’ opinions for demographic characteristics, i.e. the school type (primary or secondary) and the school location (urban or rural). The results are in line with the general idea that education should be accessible to everyone according to their abilities in order to overcome equating gifted education with the rich elite.
{"title":"Teachers’ opinions about elitism in gifted education","authors":"B. Radulović","doi":"10.15700/saje.v42ns1a2171","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2171","url":null,"abstract":"Although teachers’ attitudes towards gifted students and gifted education have been monitored more intensively since the 1990s, we still do not have a clear and definitive picture. Therefore, with the research reported on here we examined teachers’ opinions about the connection between gifted education and elitism and how they viewed the need for grouping gifted students. The sample consisted of 432 primary and secondary school teachers. The main results show teachers’ neutral opinions towards the grouping of gifted students and the correlation to elitism. Significant differences were obtained in the teachers’ opinions for demographic characteristics, i.e. the school type (primary or secondary) and the school location (urban or rural). The results are in line with the general idea that education should be accessible to everyone according to their abilities in order to overcome equating gifted education with the rich elite.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47999807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.15700/saje.v42ns1a2085
T. G. Neluvhola, A. van Zyl, L. Maliwichi
Learner migration, which occurs worldwide, is the voluntary and intentional movement of learners from 1 school to another school of their choice in order to secure better learning opportunities. The study reported on here contributes to the literature on learner migration by focusing on the inequalities caused by racism, benefits and challenges that result from learner migration at selected secondary schools across the 9 provinces of South Africa. Bronfenbrenner's bio-ecological theory was used as the theoretical framework to inform a qualitative research inquiry. A purposeful sample of 9 secondary school principals, 27 secondary school learners who migrated and 27 parents of learners who migrated were drawn from across the 9 provinces. Data were collected through semi-structured individual interviews with principals and focus-group interviews with parents and learners. The findings indicate that learner migration provides benefits to learners and their parents through effective principal leadership; sound discipline; quality school facilities and resources; and improved educational opportunities at the receiving schools. However, learner migration is accompanied by several challenges: principals at receiving schools face added administrative and managerial pressure; parents of learners who migrate encounter added financial burdens; and learners who migrate often face arduous travel to and from the receiving school and, in some cases, an intolerant atmosphere at the receiving schools. It is concluded that learner migration is a complex phenomenon requiring effective holistic management.
{"title":"Learner migration at secondary schools in South Africa: Benefits and challenges","authors":"T. G. Neluvhola, A. van Zyl, L. Maliwichi","doi":"10.15700/saje.v42ns1a2085","DOIUrl":"https://doi.org/10.15700/saje.v42ns1a2085","url":null,"abstract":"Learner migration, which occurs worldwide, is the voluntary and intentional movement of learners from 1 school to another school of their choice in order to secure better learning opportunities. The study reported on here contributes to the literature on learner migration by focusing on the inequalities caused by racism, benefits and challenges that result from learner migration at selected secondary schools across the 9 provinces of South Africa. Bronfenbrenner's bio-ecological theory was used as the theoretical framework to inform a qualitative research inquiry. A purposeful sample of 9 secondary school principals, 27 secondary school learners who migrated and 27 parents of learners who migrated were drawn from across the 9 provinces. Data were collected through semi-structured individual interviews with principals and focus-group interviews with parents and learners. The findings indicate that learner migration provides benefits to learners and their parents through effective principal leadership; sound discipline; quality school facilities and resources; and improved educational opportunities at the receiving schools. However, learner migration is accompanied by several challenges: principals at receiving schools face added administrative and managerial pressure; parents of learners who migrate encounter added financial burdens; and learners who migrate often face arduous travel to and from the receiving school and, in some cases, an intolerant atmosphere at the receiving schools. It is concluded that learner migration is a complex phenomenon requiring effective holistic management.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45578066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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