International journal of educational research open最新文献_第3页

Students’ reading enjoyment as a multilevel mediator of the relationship between parental reading enjoyment, teachers’ stimulation of reading, ICT factors, and reading literacy 学生阅读享受在父母阅读享受、教师阅读激励、信息通信技术因素与阅读素养关系中的多层次中介作用

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-10 DOI: 10.1016/j.ijedro.2025.100554

Sojin Yoon, JiYoon Kim, Sehee Hong

Background

Reading literacy is essential for educational success and effective functioning in modern society, especially in an era dominated by digital technology. This study aimed to explore the relationships between student-level and school-level variables and reading literacy. While prior research has highlighted various individual, household, and school-related factors contributing to reading competence, the structural relationships among these variables have not been thoroughly examined.

Methods

This study utilized data from 6,650 Korean students who participated in PISA 2018. Multilevel Structural Equation Modeling (MSEM) was applied to examine the relationships between student- and school-level variables and reading literacy. Variables analyzed included parental reading enjoyment, students’ ICT interest, and teachers’ stimulation of reading, and school ICT capacity.

Results

At the student level, parental reading enjoyment, and students’ ICT interest were associated with both students’ reading enjoyment and literacy. Furthermore, the relationships of parental reading enjoyment and students’ ICT interest with reading literacy were mediated by students’ reading enjoyment. At the school level, teachers’ stimulation of reading was positively related to students’ reading enjoyment, and schools’ ICT capacity was associated with reading literacy. In addition, the relationship between teachers’ stimulation of reading and reading literacy was mediated by students’ reading enjoyment.

Conclusions

The findings underscore the pivotal role of reading enjoyment in mediating the effects of parental enjoyment of reading, students’ ICT interest and teachers’ stimulation of reading on reading literacy. These results suggest that strategies to enhance reading literacy should prioritize fostering students’ enjoyment of reading through collaborative efforts involving parents, teachers, and schools.

在现代社会，尤其是在数字技术主导的时代，阅读能力对于教育的成功和有效运作至关重要。本研究旨在探讨学生水平和学校水平变量与阅读素养的关系。虽然先前的研究强调了影响阅读能力的各种个人、家庭和学校相关因素，但这些变量之间的结构关系尚未得到彻底的研究。本研究利用了参加2018年国际学生评估项目（PISA）的6650名韩国学生的数据。采用多层结构方程模型（MSEM）研究学生和学校层面变量与阅读素养之间的关系。分析的变量包括家长的阅读享受、学生的信息通信技术兴趣、教师的阅读激励和学校的信息通信技术能力。结果学生水平、家长阅读享受、学生信息通信兴趣对学生阅读享受和读写能力均有显著影响。此外，家长阅读享受、学生信息通信技术兴趣与阅读素养之间存在中介关系。在学校层面，教师的阅读激励与学生的阅读享受呈正相关，学校的ICT能力与阅读素养呈正相关。此外，教师的阅读激励与阅读素养之间的关系以学生的阅读享受为中介。结论阅读享受在家长阅读享受、学生信息通信兴趣和教师阅读激励对阅读素养的影响中起着重要的中介作用。这些结果表明，提高阅读素养的策略应该优先考虑通过家长、教师和学校的合作努力来培养学生的阅读乐趣。

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引用次数: 0

Challenges of accounting education in South African schools: A qualitative study of teachers’ competency in ICT integration and new teaching methodologies 南非学校会计教育的挑战：教师在信息通信技术整合和新教学方法方面的能力的定性研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-10 DOI: 10.1016/j.ijedro.2025.100552

Mlindeni Celinhlalo Siyaya , Oluwatoyin Ayodele Ajani

This research examined the integration of Information and Communication Technology (ICT) into South African high school accounting education, focusing on the iLembe District. The study, grounded in the Diffusion of Innovations and TPACK theoretical frameworks, used a qualitative descriptive method to involve 10 accounting teachers. The data gathering involved semi-structured interviews, classroom observations, and document analysis and was processed according to Braun and Clarke's thematic analysis approach. The results of the study led to four major themes: (1) the advantages of ICT use to a large extent in the areas of learner engagement and instructional delivery; (2) the case of lacking competence among teachers in the proper application of ICT tools; (3) the infrastructural barriers, among which are limited access to devices and unstable internet connection; and (4) supportive factors such as peer collaboration and support at the school level. The findings highlight professional development and resource allocation as critical areas for sustainable ICT integration. The researcher proposes an ICT-Driven Professional Development Model suitable for poorly resourced settings, including practical capacity-building strategies alongside systemic support. The discussion centres on the implications for both policy and practice, particularly regarding equal access to digital teaching tools in rural and semi-urban areas.

本研究考察了信息和通信技术（ICT）融入南非高中会计教育的情况，重点是iLembe地区。本研究以创新扩散理论和TPACK理论框架为基础，采用定性描述方法对10名会计教师进行了调查。数据收集包括半结构化访谈、课堂观察和文件分析，并根据Braun和Clarke的主题分析方法进行处理。研究结果引出了四个主要主题：(1)信息通信技术的使用在很大程度上在学习者参与和教学交付方面的优势；(2)教师在正确使用ICT工具方面缺乏能力的情况；(3)基础设施障碍，设备接入受限，网络连接不稳定；(4)支持性因素，如同伴合作和学校层面的支持。研究结果强调，专业发展和资源分配是可持续ICT整合的关键领域。这名科学家提出了一种适合资源匮乏环境的信息通信技术驱动的专业发展模式，包括实用的能力建设战略和系统支持。讨论的重点是对政策和实践的影响，特别是在农村和半城市地区平等获得数字教学工具方面。

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引用次数: 0

Exploring changes in grade 4 science attitudes and performance before and after the COVID-19 pandemic 探讨新冠肺炎疫情前后四年级学生科学态度和成绩的变化

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-10 DOI: 10.1016/j.ijedro.2025.100550

Shaikha Alzaabi , Alya Alshehhi , Ahmad Qablan , Maxwell Opoku , Hassan Tairab , Hamed Hussain , Mohamed Alkaabi

This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.

本研究考察了新冠肺炎疫情前后阿联酋四年级学生科学态度和学习成绩的变化。本研究使用2019年和2023年TIMSS周期的数据，并以Bronfenbrenner的生态系统理论为指导，分析了人口和态度因素如何影响科学成就。结果显示，疫情后学生的表现略有改善，学生对科学的兴趣增强了，但与老师的联系减弱了。缺勤是最能预测成绩的因素，其次是家庭资源和语言使用。这些发现强调了家庭参与、定期出勤和师生关系对学习恢复至关重要。该研究得出结论，科学教育的可持续进步取决于将技术创新与情感和关系支持相结合，确保所有学生都受益于一个平衡、包容和以人为本的教育系统。

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引用次数: 0

Health and well-being surveys in higher education: a scoping review 高等教育中的健康和福祉调查：范围审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-07 DOI: 10.1016/j.ijedro.2025.100544

Péter Varsányi , László Balkányi , Boróka Gács , Anikó Gyulai , László Lippai , Andrea Rucska , Zsuzsanna Soósné Kiss , Zsuzsanna Varga , József Vitrai

Objective

Higher education institutions increasingly recognize student and staff well-being as critical to institutional success. This scoping review examines existing university health and well-being surveys to support the development of a standardized assessment framework for informed decision-making.

Methods

The review follows PRISMA-ScR guidelines. The protocol was registered in the Open Science Framework. A total of 237 full-text articles were systematically reviewed and analyzed using a predefined structured framework.

Results

The review identified and detailed the key features of existing surveys, including the topics covered, the measurement instruments employed, and other methodological characteristics. A classification system was developed to categorize questionnaires, and a hierarchical model was established to link relevant surveys to corresponding themes.

Conclusions

To the best of our knowledge, this is the first scoping review of health and well-being surveys conducted among university members. The findings provide valuable insights for improving future survey designs and advancing comprehensive well-being assessments in higher education.

高等教育机构越来越多地认识到学生和员工的福祉对机构的成功至关重要。这一范围审查审查了现有的大学健康和福祉调查，以支持为知情决策制定标准化评估框架。方法本综述遵循PRISMA-ScR指南。该方案已在开放科学框架中注册。使用预定义的结构化框架系统地审查和分析了总共237篇全文文章。结果回顾确定并详细说明了现有调查的主要特征，包括涵盖的主题、使用的测量工具和其他方法特征。开发了分类系统对问卷进行分类，并建立了层次模型，将相关调查与相应主题联系起来。据我们所知，这是第一次在大学成员中进行的健康和幸福调查的范围审查。这些发现为改进未来的调查设计和推进高等教育的全面福祉评估提供了有价值的见解。

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引用次数: 0

"Inclusion is not just not excluding". Snapshots that tell us about inclusion “包容不只是不排斥”。快照告诉我们包容性

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-06 DOI: 10.1016/j.ijedro.2025.100545

Silvia Sierra-Martínez , Isabel Fernández-Menor , María-Esther Martínez-Figueira , Irene Crestar-Fariña

The purpose of this study was to analyse how the perception of the concepts of inclusion and exclusion has evolved based on individuals’ personal narratives. A participatory study was designed using Photovoice methodology, which enabled the collection of visual-narrative representations from 190 university students regarding their experiences of inclusion and exclusion throughout their educational trajectories. A total of 1520 personal productions were generated and analysed using Maxqda22 software. The results delve into the meaning and key elements that constitute inclusion, demonstrating that the concept varies according to intrinsic factors related to the individual or peer group, as well as extrinsic factors linked to the teaching staff and classroom methodologies. The study concludes that inclusion is not a fixed, complete, or permanent concept, but one that evolves over the course of an individual’s educational journey.

本研究的目的是分析基于个人叙述的包容和排斥概念的感知是如何演变的。采用Photovoice方法设计了一项参与性研究，该研究收集了190名大学生在其整个教育轨迹中被包容和被排斥的经历的视觉叙事表征。使用Maxqda22软件共生成和分析了1520个个人作品。研究结果深入探讨了构成包容的意义和关键要素，表明包容的概念根据与个人或同伴群体相关的内在因素以及与教学人员和课堂方法相关的外在因素而变化。这项研究的结论是，包容不是一个固定的、完整的或永久的概念，而是一个在个人教育过程中不断发展的概念。

引用次数: 0

Towards a model of educational equity based on social justice in Ibero-American countries 在伊比利亚-美洲国家建立以社会正义为基础的教育公平模式

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-06 DOI: 10.1016/j.ijedro.2025.100548

Fernando Martínez-Abad, Eva María Torrecilla-Sánchez, Adriana Gamazo, Patricia Torrijos-Fincias

Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is fundamentally subject to the development of good exosystem conditions: geographic, demographic, political and socioeconomic. Responsibility for educational equity cannot lie only with the schools.

通过教育公平实现社会公正是21世纪教育系统面临的重大挑战。本文通过分析2000年以来学校不平等指标的演变，使用在此期间应用的PISA评估，提出了伊比利亚美洲国家中等教育的教育公平模型。来自10个参与国的专家考虑到该区域的一般情况，分析了所得的不平等指数。结果表明，促进学校或微系统层面的公平从根本上取决于良好的外部系统条件的发展：地理、人口、政治和社会经济。教育公平的责任不能只落在学校身上。

引用次数: 0

Effect of school climate on fourth-grade students’ science achievement in the United Arab Emirates: Insights from the 2023 TIMSS Dataset 阿拉伯联合酋长国学校气候对四年级学生科学成绩的影响：来自2023年TIMSS数据集的见解

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-05 DOI: 10.1016/j.ijedro.2025.100547

Hassan Tairab , Latifa Alketbi , Ahmad Qablan , Laurent Gabriel Ndijuye , Maxwell Peprah Opoku

Studies have documented the relationship between school climate and science achievement. However, discussions on school climate are very general as limited attempts have been made to explore the form of school climate which could impact on student achievement in science. Guided by the Systems View of School Climate conceptual framework and using the 2023 dataset of the Trends in International Mathematics and Science Study (TIMSS), we explored the relationship between school climate and science achievement from the perspective of students in the United Arab Emirates (UAE). The study population comprised 34,217 fourth-grade students who participated in the TIMSS test, including 16,784 females (49 %) and 17,433 males (51 %). Pearson’s correlation coefficient, hierarchical multiple regressions and moderation analyses were employed to identify predictors of science achievement. The three tenets of school climate made substantial contribution in the variance in science achievement. Given the UAE’s recent substantial investments in science education, these findings reflect the importance of fostering a supportive school climate to enhance students’ science achievement.

研究证明了学校氛围和科学成就之间的关系。然而，关于学校气氛的讨论非常普遍，因为探索可能影响学生科学成绩的学校气氛形式的尝试有限。以学校气候概念框架的系统观为指导，利用国际数学与科学研究趋势（TIMSS）的2023年数据集，我们从阿拉伯联合酋长国（UAE）学生的角度探讨了学校气候与科学成就之间的关系。研究人群包括34,217名参加TIMSS测试的四年级学生，其中女性16,784人（49%），男性17,433人（51%）。采用Pearson相关系数、分层多元回归和适度分析来确定科学成就的预测因子。学校氛围的三个原则对科学成就的差异有重要贡献。鉴于阿联酋最近在科学教育方面的大量投资，这些发现反映了培养支持性的学校氛围对于提高学生的科学成就的重要性。

{"title":"Effect of school climate on fourth-grade students’ science achievement in the United Arab Emirates: Insights from the 2023 TIMSS Dataset","authors":"Hassan Tairab , Latifa Alketbi , Ahmad Qablan , Laurent Gabriel Ndijuye , Maxwell Peprah Opoku","doi":"10.1016/j.ijedro.2025.100547","DOIUrl":"10.1016/j.ijedro.2025.100547","url":null,"abstract":"<div><div>Studies have documented the relationship between school climate and science achievement. However, discussions on school climate are very general as limited attempts have been made to explore the form of school climate which could impact on student achievement in science. Guided by the Systems View of School Climate conceptual framework and using the 2023 dataset of the Trends in International Mathematics and Science Study (TIMSS), we explored the relationship between school climate and science achievement from the perspective of students in the United Arab Emirates (UAE). The study population comprised 34,217 fourth-grade students who participated in the TIMSS test, including 16,784 females (49 %) and 17,433 males (51 %). Pearson’s correlation coefficient, hierarchical multiple regressions and moderation analyses were employed to identify predictors of science achievement. The three tenets of school climate made substantial contribution in the variance in science achievement. Given the UAE’s recent substantial investments in science education, these findings reflect the importance of fostering a supportive school climate to enhance students’ science achievement.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100547"},"PeriodicalIF":0.0,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473754","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}

引用次数: 0

The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews 课后活动在支持社会和情感学习中的作用：系统综述的综合

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-04 DOI: 10.1016/j.ijedro.2025.100546

Lisanne Jilink , Paul Leseman , Pauline Slot , Mirjam Gevers

After-school programs (ASPs) offer inclusive, developmentally rich environments that can help close developmental gaps and promote equitable learning opportunities for all children. Given increasing participation in ASPs and the critical role of social and emotional learning (SEL) in long-term outcomes, a comprehensive synthesis of their effectiveness in promoting SEL is warranted. This umbrella review examined systematic reviews and meta-analyses on the impact of ASPs on SEL among children aged 4–12, focusing on program characteristics, contexts, and target populations.

A systematic search across four databases (Web of Science, PsycINFO, ERIC, and Scopus) in December 2024 yielded ten eligible reviews. Studies included in these reviews assessed structured programs delivered outside regular school hours and curriculum. The reviews covered both general ASPs (e.g., academic and recreational programs) and content-specific extracurricular activities (e.g., STEM, music).

Seven reviews on general ASPs reported small but positive effects on SEL domains such as self-perception, prosocial behavior, and identity development. Program quality, design (e.g., experiential learning), duration, delivery context, and implementation fidelity emerged as key moderators of effectiveness. However, methodological limitations and inconsistent reporting constrained conclusions. Three reviews of content-specific activities reported consistent SEL benefits—particularly in identity formation, social skills, and perseverance—when programs featured hands-on learning, strong peer and adult-child relationships, and culturally responsive content.

Findings suggest ASPs can meaningfully promote SEL with differentiated program design and implementation strategies that reflect children's backgrounds, interests, and needs. Future research should prioritize interest-driven approaches, comprehensive program, and rigorous evaluation methods to identify best practices across diverse contexts.

课后项目提供包容的、有利于发展的环境，有助于缩小发展差距，促进所有儿童获得公平的学习机会。考虑到越来越多的人参与asp，以及社会和情绪学习（SEL）在长期结果中的关键作用，有必要全面综合它们在促进SEL方面的有效性。本综述对4-12岁儿童的asp对SEL的影响进行了系统回顾和荟萃分析，重点关注项目特点、背景和目标人群。在2024年12月对四个数据库（Web of Science、PsycINFO、ERIC和Scopus）进行了系统搜索，得到了10篇合格的评论。这些审查中包括的研究评估了在正常上课时间和课程之外提供的结构化课程。审查涵盖了一般的asp（例如，学术和娱乐项目）和特定内容的课外活动（例如，STEM，音乐）。七篇关于一般asp的综述报告了对SEL领域（如自我感知、亲社会行为和身份发展）的小而积极的影响。项目质量、设计（例如，体验式学习）、持续时间、交付环境和实现保真度成为影响有效性的关键因素。然而，方法的局限性和不一致的报告限制了结论。对特定内容活动的三篇评论报告了一致的SEL益处，特别是在身份形成、社交技能和毅力方面，当项目以实践学习、牢固的同伴和成人-儿童关系以及文化响应内容为特色时。研究结果表明，通过反映儿童背景、兴趣和需求的差异化项目设计和实施策略，asp可以有效地促进SEL的发展。未来的研究应优先考虑利益驱动的方法，全面的计划和严格的评估方法，以确定在不同背景下的最佳实践。

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引用次数: 0

Reading disabilities in Arabic-speaking learners: A comprehensive systematic review of screening tests and challenges ahead 阿拉伯语学习者的阅读障碍：对筛选测试和未来挑战的全面系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-03 DOI: 10.1016/j.ijedro.2025.100541

Raji Mohammed , Gassim Zouhair , Bouargane Noureddine , AL-hattab Mohamed

Reading disorders remain a major educational challenge, affecting many children worldwide, including Arabic-speaking learners. Early and reliable screening is essential for timely pedagogical interventions and improved academic outcomes. This systematic review, conducted under PRISMA guidelines, analyzed studies published between 2018 and 2025 in Scopus and PubMed to identify screening tools used in Arabic-speaking contexts. The review highlights the unique interaction of linguistic, neurocognitive, and pedagogical factors in Arabic—a language marked by rich morphology, complex orthography, and diglossia. Key findings show that phonological awareness (PA), rapid automatized naming (RAN), phonological fluency, and short-term verbal memory are the most common screening tools, with the PA+RAN “double-deficit model” emerging as a core marker of dyslexia. Some tools show strong psychometric reliability (e.g., RAN, Cronbach’s α = 0.85). Innovative approaches, including AI and virtual reality, are being explored to enhance diagnostic precision. Nonetheless, challenges persist, notably script direction, morphological complexity, dialect variation, and unequal access to technology. Regional efforts, such as Morocco’s context-specific screening battery, mark promising progress. This review advocates for culturally adapted, multidimensional, and flexible screening approaches to ensure accurate and inclusive identification of reading disorders among Arabic-speaking learners.

阅读障碍仍然是一个重大的教育挑战，影响着世界各地的许多儿童，包括说阿拉伯语的学习者。早期和可靠的筛查对于及时的教学干预和改善学术成果至关重要。根据PRISMA指南进行的这项系统评价分析了2018年至2025年在Scopus和PubMed上发表的研究，以确定在阿拉伯语环境中使用的筛查工具。这篇综述强调了阿拉伯语中语言、神经认知和教学因素之间独特的相互作用。阿拉伯语是一种以丰富的词法、复杂的正字法和分门别类为特征的语言。主要研究结果表明，语音意识（PA）、快速自动命名（RAN）、语音流畅性和短期言语记忆是最常见的筛查工具，PA+RAN“双缺陷模型”成为阅读障碍的核心标志。一些工具显示出很强的心理测量信度（如RAN， Cronbach’s α = 0.85）。正在探索包括人工智能和虚拟现实在内的创新方法，以提高诊断精度。尽管如此，挑战依然存在，特别是文字方向、形态复杂性、方言差异和技术获取的不平等。地区性的努力，如摩洛哥针对具体情况的筛查系统，标志着可喜的进展。本综述提倡采用文化适应性、多维度和灵活的筛查方法，以确保准确和包容地识别阿拉伯语学习者的阅读障碍。

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引用次数: 0

Transformation of staff employment processes at former South African Model C schools 前南非C模式学校员工就业流程的转变

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-01 DOI: 10.1016/j.ijedro.2025.100542

Karel Prins

Former Model C schools in South Africa face transformational staff employment challenges. These challenges originated from the historical nature and status of such schools, among others, and ranged from racial prejudices, lack of qualified teachers of colour, reduced departmental staff establishment, lack of guidance from the Department of Basic Education on the implementation of transformation policies, and abuse of powers by School Governing Bodies. As a result, this research study aims to provide staff employment strategies and recommendations to assist School Governing Bodies of former South African model C schools in transforming their staff. The study employed a qualitative approach vested in an interpretive and socially constructive paradigm. Research methods used to collect data included critical official departmental document reviews, in-depth individual face-to-face interviews, and focus group interviews with key role players in the employment processes of teachers. The sample consists of three district departmental officials, seven school principals, and five groups of School Governing Bodies, ranging between three and ten members per group. The study's findings reported that the absence of guidance from the Department of Education (DoE), financial barriers, and cultural challenges are significant obstacles for transformation in former Model C schools in South Africa and that no formal process for staff transformation exists at former Model C schools. The study subsequently also reported a vast gap between the number of learners of colour enrolled and the number of teachers of colour employed at these selected schools.

南非的前C模式学校面临着转型中的员工就业挑战。这些挑战源自这些学校的历史性质和地位，其中包括种族偏见、缺乏合格的有色人种教师、部门工作人员编制减少、基础教育司在执行改革政策方面缺乏指导以及学校管理机构滥用权力。因此，本研究旨在提供员工就业策略和建议，以协助前南非C模式学校的学校管理机构改造其员工。本研究采用一种定性方法，赋予解释性和社会建设性范式。收集数据的研究方法包括重要的官方部门文件审查、深入的个人面对面访谈和对教师就业过程中关键角色的焦点小组访谈。样本包括3名地区部门官员、7名学校校长和5组学校管治团体，每组由3至10名成员组成。研究结果表明，缺乏来自教育部（DoE）的指导、财政障碍和文化挑战是南非前C型学校转型的重大障碍，前C型学校没有正式的员工转型流程。该研究随后还报告说，在这些选定的学校里，有色人种学生的入学人数和有色人种教师的聘用人数之间存在巨大差距。

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引用次数: 0