Theses and Dissertations (Educational Psychology)

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Single parents’ academic support to their Grade Nine children in rural areas
Seko, Ramasela Salome (University of Pretoria, 2020-12)
This study investigated ways in which single parents in the rural areas of Zebediela, Limpopo province support their Grade Nine learners academically. A possible result of the research will be to suggest appropriate and efficient ways of supporting these children. The study followed a qualitative research approach and operated within the interpretivist paradigm. A case study design was used. Purposive sampling method was used to select participants. The sample consisted of seven Grade Nine teachers, ten Grade Nine learners and their parents. Data was collected through focus groups with teachers and learners and semi-structured interviews with parents. The findings of the study suggested that: ❖ few parents supported their learners academically, ❖ few parents monitored and supervised their children’s school work at home, ❖ most parents did not attend parent meetings, and that ❖ there are factors that presented barriers to single parents’ involvement in their children’s education, such as working conditions of parents, absence of parents, socio-economic factors, education levels of parents and poor communication. The researcher recommended that schools should form Action Team committees which will provide different ways of involving parents. Based on the findings, the school should look at other means of communicating with parents. The study was limited to one school at Magatle circuit in Zebediela. The study did not include all the teachers of the selected school or all the schools in the circuit as the researcher was looking for a comparatively small sample. Therefore, future research could include more participants and a larger sample.
Integrating out- of-school learners with mobility impairments into career guidance activities
Ncube, Nonhlanhla (University of Pretoria, 2025-08)
This qualitative study investigated the experiences and perspectives of educators, parents and NGO officers on integrating out-of-school learners with mobility impairments into career guidance activities. Despite the presence of legislation and policies promoting inclusive education and employment, learners with mobility impairments continue to face significant hurdles in accessing career guidance. These learners encounter inequitable school structures, resulting in dropping out of school. The study employed a qualitative approach and interpretivism as epistemology. Data collection involved semi-structured interviews with one District School Inspector (DSI), three heads of schools and three parents of out-of-school learners with mobility impairments. Additionally, focus group discussions were conducted with 12 Guidance and Counselling teachers, and the Photovoice method was employed for one non-governmental officer. The findings highlighted the difficulties leading to learners with mobility impairments leaving school early, mostly from primary schools. The challenges included poverty manifesting itself through failure to afford necessary assistive devices such as wheelchairs. The other push-out factor is the long distance travelled from home to school while depending on well-wishers to push wheelchairs, the unfriendly school infrastructure and terrains, and the in-capacitated teachers and attitudinal barriers in society. Therefore, the study’s unique contribution lies in identifying and establishing an eclectic support system derived from stakeholders, integrating out-of-school learners with mobility impairments into career guidance interventions. The study, therefore, recommends a proper framework for channeling funds collected from the government to the end users and a concerted effort to create access for out-of-school learners with mobility impairments in vocational schools. The findings also stress the need to craft a curriculum that includes entrepreneurial, tech- vocational, communication and Information Technology skills for out-of-school learners with mobility impairments (LWMI). Additionally, the findings stress the need to identify and promote the talents of out-of-school LWMI. Furthermore, the study recommends close monitoring of learners with mobility impairments in primary schools to avert early school leaving. Finally, it recommends that the DSI and NGOs work together to strategise on integrating out-of-school learners with mobility impairments in career guidance interventions. As such, a supportive ecosystem empowering out-of-school learners with mobility impairments to realise their full potential can be created.
Indigenous communities conceptualisation and experience of intellectual disability in relation to parental wellbeing
Shrestha, Kipa (University of Pretoria, 2025-11-11)
This study explores Indigenous communities’ understanding of, and encounters/experiences with, intellectual disability, as well as the effects thereof on their lives, and the impact on their well-being. It focuses on the lived experiences of primary caregivers, residing in rural, resource-constrained communities within the Eastern Cape province of South Africa, with intellectual disability. An Indigenous Psychology theoretical framework was merged with a non-Western conceptual framework in order to conceptualise intellectual disability and map out pathways to well-being. Participatory Action Learning and Action Research (PALAR) theories were implemented in the research design of this study. Three special care centres for supporting learners with intellectual disability in rural Eastern Cape, South Africa, were purposively sampled as the non-Western/Indigenous sites for this study. The participants comprised 15 parents of children living with intellectual disabilities and 10 care centre managers. Inductive data generation included conversations and observations. Data were generally collected in English, with isiXhosa responses from the participants later being translated into English. All conversations were recorded and later transcribed and translated to English where applicable. Observations comprised field notes, photographs, and a researcher’s journal. Thematic analysis of the data collected was conducted, resulting in the discovery of themes of Indigenous pathways to parental well-being. Ultimately two Indigenous pathways to parental well-being were discovered (each with their own categories and sub-categories). The first theme was Systemic Indigenous connectedness as pathways to parental well-being, and the second theme was Individual pathways to well-being. This study established similarities with universal non-Western and Western experiences of intellectual disability and its effects on parental well-being, comprising communal reciprocity, spiritual affinity, medical and government-funded care, physical exercise, use of legalised substances, and simple pleasures as pathways to communal and individual well-being. The main contribution of the study lies in the design of a model of care for understanding Indigenous conceptualisations of intellectual disability and its effects on parental wellbeing. The small number of participants is a limitation of the study. Keywords: intellectual disability, Indigenous communities, parental well-being, Indigenous Psychology, special care, resource-constrained.
Teacher perceptions on the social justice needs of primary school learners with albinism
Singh, Prathna (University of Pretoria, 2026)
This study explored teacher perceptions of the social justice needs of primary school learners with albinism within the South African educational context. Guided by the Social Model of Disability and Bronfenbrenner’s Bio-ecological Systems Theory, the research explored how social, cultural and institutional barriers shape the educational experiences of learners with albinism. By centering teacher perspectives as mediators of inclusion and equity, the study addressed a critical gap in inclusive education research. This inquiry, forming part of ongoing research on albinism at the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria, sought to explore and describe how teachers understand and respond to the social justice needs of learners with albinism in primary schools. An interpretivist paradigm and qualitative case study design were adopted. Data were generated through a focus group discussion, observation, audio recordings, field notes and a reflexive journal with seven primary school teachers and analysed thematically. Three themes emerged: challenges faced by learners with albinism; teacher roles in addressing social justice needs; and strategies to promote inclusion. Findings indicated that learners with albinism continue to experience exclusion, stigma and discrimination in schools and communities. Teachers viewed their role as extending beyond academic instruction to include advocacy, emotional support and collaboration with parents and colleagues. However, their efforts were constrained by insufficient training, limited resources and enduring cultural misconceptions. The study concludes that achieving social justice for learners with albinism requires systemic transformation across classrooms, schools, communities and policy levels through targeted teacher development, institutional reform and multi-level collaboration.
Community perspectives on a reading intervention in rural schools in a challenged context
Matshazi, Brander (University of Pretoria, 2025-09-19)
Knowledge from rural communities in the Global South, particularly Africa, is significantly underrepresented, especially from community-level perspectives. This qualitative, constructivist study used Relationship Resourced Resilience (RRR) as a theoretical lens to analyse verbatim transcriptions of existing face-to-face interview data with community participants (n=39; men=6, women=33) implementing a reading intervention with 6 to 9-year-old students in 10 primary schools in a rural, South African school-district. Thematic analysis that, from an emic perspective, reading intervention implementation benefits from mobilising available social resources: collective social resources, human capital, and economic resources. The findings reveal that participating community members experienced their role as active, resourceful agents of change who co-mobilised collective, human, and economic resources with systemic partners to navigate systemic constraints. An evidence-based conceptual framework is proposed to understand how social resources serve as enablers that function synergistically to support the implementation of literacy interventions in a challenged context.
A psycho-social well-being profile of South African teachers during a world pandemic
Dippenaar, Stephan (University of Pretoria, 2025-11-21)
The sudden and rapid onset of the COVID-19 pandemic exerted tremendous pressure on teachers, requiring an immediate shift from in-person to virtual teaching and learning. This immediate transition compelled teachers to adopt new teaching and learning methods while simultaneously managing COVID-19-related challenges on a personal level. Against this background, the purpose of the current study was to explore, describe and explain how South African teachers coped with the pandemic, specifically focusing on the psycho-social coping strategies they relied on. The ultimate aim was to compile a psycho-social well-being profile of South African teachers. The study was guided by the primary research question: How did psycho-social coping support the well-being and resilience profile of teachers during the COVID-19 pandemic? The guiding conceptual framework of the study integrates concepts from the asset-based approach, the leisure and well-being model as well as the diagnostic criteria of functional resilience. I employed a sequential explanatory mixed-methods design and adopted a pragmatic epistemology. Quantitative data was collected through an online questionnaire that was completed by 240 urban school teachers, selected through non-probability purposive sampling. Participants who took part in the qualitative phase were screened and drawn from the quantitative sample. This was followed by data generation during the qualitative phase through online participatory focus groups with 24 participants, using observation, audio recordings, field notes and a research journal were relied on to document the data. Quantitative data was analysed through descriptive and inferential statistics, while the qualitative data was analysed through a hybrid thematic analysis process. The quantitative data analysis results indicate a correlation between emotion-focused coping and resilience. Teachers relied on positive reinterpretation and growth, the use of emotional social support, acceptance and religious coping during the COVID-19 pandemic. Furthermore, adapting to new circumstances, staying optimistic, engaging in leisure and recreation, and accepting responsibility for self-care were identified as additional coping strategies during the qualitative data analysis phase. Based on the findings of the study it can be concluded that the reliance on several psycho-social coping strategies enabled teachers to cope with the challenges posed by the COVID-19 pandemic, thereby supporting a psycho-social well-being and resilience profile of teachers when faced with sudden change and challenges.
Examining how Nigerian high school counsellors' emotional intelligence manifests during their professional interactions at school
Eze, Chika Eucharia (University of Pretoria, 2026-02-09)
Emotional intelligence (EI) has been widely applied in a multiplicity of research across a range of specialisations, indicating that it is an effective predictor of success in life (Goleman, 2019/2020; Johnston, 2021; Kaur & Hirudayaraji, 2021). As such, there is a global consensus that EI is a skill that everyone requires for daily functioning. This is based on the argument that EI represents the ability to monitor not only one’s own emotions/feelings but also those of others, and to use the knowledge gained to guide one’s thinking and actions (Bar-on, 2007; Goleman, 1995; Mayer & Salovey, 1997). Therefore, EI plays an important role in work performance, specifically in the work of counsellors and psychologists, who help people resolve issues in their lives. On this basis, the study examined how Nigerian school counsellors’ EI manifests during their professional interactions at school. Owing to the nature of the study, a qualitative research design was chosen to gain an in-depth understanding of how counsellors integrate and exhibit aspects of EI in their daily interactions with clients/others. Three EI models, as formulated by Salovey and Mayer (1990), Goleman (1995), and Bar-On (1997), were used as a theoretical lens to understand and interpret the findings. The study adopted a multi-modal approach of qualitative data gathering aimed at answering four research questions grouped under both descriptive and exploratory questions. As such, an extensive literature review, face-to-face interview, and focus group discussion (FGD) were conducted. The data gathered was thematically analysed using the step proposed by Clarke and Braun (2006), modified by Maguire and Delahunt (2017). The findings were coded for themes, revealing the following seven themes through which the participants displayed their EI skills in their professional interactions: participants’ understanding of the EI concept, self-awareness, self-management, social awareness, interpersonal relationships, cultural awareness, and participants’ special concern. The findings revealed that the participants’ (counsellors) applied EI in their professional interactions with clients and others based on their ability to monitor their own emotions/feelings. However, the data indicated that some counsellors do not effectively apply EI in their professional interactions, and as such are presented as professionals who lack self-coordination and breach confidentiality. This suggests that counsellors should be exposed to ongoing EI training to further hone their EI skills and thereby enhance their professional interactions. Moreover, it became clear that EI should be incorporated into counsellor education programmes. Further research should explore counsellors’ application of EI in their professional interactions and counselling outcomes.
Community perspectives on rural education in a challenged space
Shimange, Sakhile Phamela (University of Pretoria, 2025-09-03)
Knowledge from rural spaces, and especially from the Global South and Africa is underrepresented in the global knowledge base. Similarly, community-level, emic perspectives on education is lacking. This qualitative, constructivist study, with Gaventa’s power cube as theoretical lens, aimed to address these limitations by exploring the perspectives of community members on rural education in a South African school district. The secondary data analysis study purposively sampled verbatim transcriptions of structured, face-to-face interviews with community members (n = 39, men = 8, women = 31) involved in a three-year intervention research study in 10 primary schools. Themes evident following thematic analysis included community perspectives on the quality of rural education; the role of school leadership in rural education; the social context of students in rural spaces; and rural infrastructure negatively shaping education in rural communities. Findings indicate that, through the lens of power, community members perceive rural education in terms of (i) claimed spaces of power in the form of a supportive school climate and teacher commitment, (ii) the local place of power in rural education as local via leadership in schools and school communities, and (ii) the constraining hidden forms of power that inhibit rural education (limited infrastructure in school communities, teaching and learning materials, and socio-economic deprivation and associated social challenges). This study contributes to evidence on rural education from the underrepresented lens of beneficiaries of rural education, namely community members, and has value for egalitarian policy development in comparable low-and-middle-income countries.
The influence of teachers' emotional intelligence on the curriculum engagement of Foundation Phase learners
Zama, Sbusisiwe Sthokozile Pethia (University of Pretoria, 2025-10-30)
The influence of teachers' emotional intelligence (EI) on the curriculum engagement of Foundation Phase learners is an increasingly popular topic in educational research. However, few studies have explicitly looked at how early childhood teachers' EI affects learners' engagement with the curriculum. The study aimed to determine teachers’ knowledge and understanding of emotional intelligence, identify essential EI skills that support learners, and examine how emotionally intelligent teachers create classroom environments conducive to academic success. By examining the connection between Foundation Phase learners' curriculum engagement and teachers' emotional intelligence, this study seeks to highlight the extent to which teachers’ emotional competencies influence learners’ motivation, participation, and overall academic engagement, thereby contributing to improved learning outcomes and holistic development in the Foundation Phase. Purposive sampling was used to choose ten participants in this qualitative case study, which was based on the SEL framework and informed by an interpretivist paradigm. Semi-structured interviews with Foundation Phase teachers were used to gather data, and thematic analysis was used to interpret the data. The study's findings indicate that emotional intelligence encompasses the ability to have emotional awareness and self-regulate emotions, thereby fostering resilience and motivation through positive emotions, and enhancing social development through positive emotional experiences in the classroom. Emotional intelligence enables emotional regulation and classroom management and enhances learner motivation. Teachers who demonstrated higher levels of EI were more capable of creating supportive and engaging classroom environments, which in turn improved learner participation, motivation, and social development. Teachers with a positive emotional disposition were able to inspire confidence, build emotional resilience, and foster a climate of mutual respect and empathy, which are factors that contribute to a learner’s academic success.
Parents' needs on how to support their children with visual impairment
Foo, Megan (University of Pretoria, 2025-06-01)
In South Africa, limited research has been conducted that focuses on the needs of the parents of children with visual impairment, more specifically in relation to them supporting their children to deal with the challenges they face. My study forms part of a broader research initiative that aims to add knowledge to this emerging body of knowledge. More specifically, the purpose of my research was to explore and describe the needs of parents of children with visual impairment in terms of the knowledge, skills and guidance they require to support their children in dealing with the challenges they face as a result of their disability. The conceptual framework that guided me is based on Bronfenbrenner’s (1994) ecological systems model and the social model of disability (Oliver, 1983). Methodologically, I selected an instrumental case study design, followed a qualitative approach and was guided by interpretivism as epistemology. I purposefully selected ten parents from one school for learners with visual impairment. For data generation and documentation, I utilised focus groups, audio-recordings, observation, field notes and a reflective journal. Data was analysed inductively, following a thematic reflexive analysis approach. The identified themes relate to parents’ need for guidance by the school, their need to be able to support their children in dealing with specific challenges, their need to acquire specific information and skills, and their need for a supportive network. Based on the findings of my study, I can conclude that the parents of children with visual impairment will only be able to support their children effectively if holding the necessary knowledge and skills on how to support their children to overcome the challenges they face. Furthermore, the findings I obtained can inform future interventions that may guide parents to become better equipped to support their children in collaboration with the school and the community. Such supportive efforts can ultimately help address the challenges of social injustice that still persist in society, especially regarding children with visual impairment. Finally, the findings of my study emphasise the importance of continued research on this phenomenon to augment the existing knowledge base in visual impairment and how children can be supported within the systems they function in.
Intentional play as a resilience-enabling intervention for children-in-distress in a challenged context
De Bruin, Janine Ellenore (University of Pretoria, 2025-08)
The devastating number of children who live in a state of distress is a monumental global challenge, predicting negative developmental outcomes for numerous children-in-distress and constituting a need for contextually responsive structural care and support. The challenge of children-in-distress is especially pronounced in low-and middle-income countries. In resource-constrained countries, residential care spaces are limited, and funding for interventions and staff training is scarce. Quality, mixed-method evidence from especially Africa is underrepresented on resilience-enabling interventions to promote unpredicted positive child outcomes. The current study investigated if intentional (prioritised, daily) play mattered to enable unexpected positive outcomes for children in residential care in two residential care spaces in South Africa. The convergent parallel mixed-methods case study studied developmental outcomes (academic-, physical- and psychological health and wellbeing) of purposively sampled children-in-distress (boys = 29, girls = 30) in the presence and absence of intentional play over time (2021 and 2022), and with purposively sampled caregiver participants (n = 11) on child emotional and behavioural outcomes. Qualitative data (verbatim transcriptions) were thematically analysed, with quantitative data analysed through descriptive and inferential statistics. Following in-case and cross-case analysis, it was evident that children who engage in intentional play demonstrated healthier physical growth and better academic self-efficacy. In terms of intrapersonal development, they demonstrated significantly higher emotional intelligence and higher assertiveness, independence, and problem-solving. Over time, they demonstrated increased hope and motivation. Interpersonal development was signified by higher social self-efficacy as well as supportive caregiver and peer relationships In the absence of intentional play, children demonstrated unhealthy physical growth (increased waist circumference), and lower academic self-efficacy. Their intrapersonal development showed a decrease in emotional regulation over time for self-awareness and self-expression, as well as higher anxiety, fear, depression and general emotional distress. Regarding interpersonal development, they demonstrated more hyperactivity and more peer problems. The study constitutes contextually relevant evidence of intentional play as a resilience-enabling intervention to promote unpredicted positive outcomes of children-in-distress despite the scant intervention-funds, limited residential care and a scarcity of trained staff. Consequently, findings of the study have value in comparable, resource-scarce spaces with high needs for child care intervention.
Life design counselling for a disadvantaged young adult with a learning disability
Mackenzie, Megan A (University of Pretoria, 2025-07-10)
Despite the advances and improvements in career counselling approaches and methods, young adults in South Africa are faced with many challenges when considering a career journey. Learners in Grade 9 are required to make subject choices for their remaining three years of high school, which have a significant impact on their future available options once they matriculate. Additionally, young adults from low socioeconomic communities are often further disadvantaged due to the lack of access to career assistance services and inadequate provision of guidance (Pillay, 2021). Furthermore, young adults with learning disabilities frequently encounter difficulties in career planning and career decision-making, which emphasises the need for specialised career counselling. The purpose of the study was to explore the influence of life design counselling in assisting a disadvantaged young adult who experienced difficulties in career decision-making. Prior research has demonstrated the effectiveness of life design counselling on career resilience, career adaptability, and career development in young adults (Cardoso et al., 2018; Wang & Li, 2023). The study is situated within a life design framework that integrates and extends Guichard’s (2005) self-construction theory, Savickas’ (2005a) career-construction theory, and Erikson’s (1963) psychosocial development theory from a positive psychology perspective.The study utilised the interpretive paradigm from a social constructionist approach. A QUALITATIVE+quantitative approach was used in the study to address the research questions. An intrinsic case study was employed to investigate the impact of life design on a single disadvantaged participant between the ages of 18 and 25. Data from semi-structured interviews, qualitative career assessments, quantitative career assessments, and reflections were gathered using multiple data generation techniques relevant to the study. Thematic analysis was used to analyse the data while using ATLAS.ti 23 (ATLAS.ti, 2023), a software application to code and analyse the data generated in the study. During the research process, the researcher complied with the ethical guidelines established by the Health Professions Council of South Africa (2006).
Exploring the role of peer teaching in promoting learning and psychological well-being among Botswana students
Keletsositse, Oreeditse Mmapula (University of Pretoria, 2025-02-14)
This study explores the role of peer teaching as an educational intervention aimed at enhancing both learning and psychological well-being among secondary school students in Botswana. The existing literature indicates that the dominant pedagogical approach in Botswana is largely teacher-centred, characterised by rote learning and an emphasis on examination performance. Such an approach limits students’ learning experiences and inadequately addresses their psychological well-being. This study aims to examine the potential of peer teaching to align with the recommendations set forth in the Revised National Policy on Education of 1994, thereby fostering a more engaging learning environment and supporting students’ psychological well-being. The study is underpinned by the theoretical frameworks of Self-Efficacy and the PROSPER model of positive education, which provide a conceptual foundation and contribute to the study’s distinctiveness within the Botswana educational context. Utilising a qualitative, interpretive case study methodology, this research obtained institutional approval from the Directors of Secondary School Education to observe Grade 9 students over a 12-week period at Eastern and Westerns Junior Secondary Schools in Francistown. Participants were selected through purposive sampling from the two schools. The sample consisted of ten teachers, aged between 32 and 53, who taught either English Language or Mathematics, as well as twenty students aged 14 to 15 years in Grade 9. Data collection methods included participant observation, semi-structured interviews, analysis of content image memes, and focus group discussions conducted specifically with teachers. All participants, including guardians provided informed consent and assent. Thematic analysis of the data revealed that elements of the PROSPER framework and self-efficacy beliefs were prominent. The findings suggest that peer teaching may serve as an effective strategy for enhancing learning outcomes and addressing psychological well-being within the Botswana education system. Key themes identified included mastery of subject matter, improved understanding, the cultivation of a positive learning environment, and enhanced critical thinking skills. Additionally, the study highlighted the importance of fostering responsibility and accountability, nurturing supportive peer relationships, and promoting a sense of belonging and value among students. These factors contributed to positive attitudes towards learning Mathematics and English Language, with participants reporting increased confidence and the emergence of positive emotions. Teachers indicated that learners’ positive attitudes also enabled them to perceive the environment as favourable, friendly, collaborative, and supportive. Furthermore, the environment permitted language mixing to facilitate the learning process. The findings of this study offer valuable insights to policymakers and curriculum developers concerning the feasibility of implementing peer teaching as a learner-centred intervention designed to enhance learning outcomes and promote students’ psychological well-being.
The effects of load shedding on the emotional well-being of learners
Tlaka, Keemetswe K (University of Pretoria, 2025-07-03)
Load shedding has detrimentally impacted the economy, leading to lost productivity, business closures, and job losses. In addition, the emotional stressors associated with load shedding, such as uncertainty, academic pressure, and social isolation, can exacerbate existing mental health issues or trigger the onset of new ones, impacting learners' overall emotional well-being. This study aimed to investigate the effects of load shedding on learners’ emotional well-being and the significance of support, resources and coping mechanisms in effectively managing the emotional impact of load shedding. This study used a qualitative approach to explore and understand what learners experience emotionally because of load shedding and what they need in terms of coping strategies. In-depth semi-structured interviews were conducted and recorded, and a coping questionnaire and field notes were used to measure the quality of life and the impact of load shedding on learners. Through thematic analysis, six themes emerged. The findings showed that load shedding caused learners anxiety, stress and uncertainty, disrupted their daily routine and impacted their studies. It affected their social life, communication with others and how they viewed the government’s efforts to overcome load shedding. However, the learners found relief through coping mechanisms like hobbies, alternative study times and habits, and emotional regulation. The study gives recommendations for government, schools, families and learners that can mitigate the effects of load shedding, including relying more on solar power, adapting school timetables to the load shedding schedule, and making sure there are alternatives to electricity readily available in homes.
The use of social media to enhance academic resilience in learners in township schools
Langson, Amber (University of Pretoria, 2025-05)
This study investigated how learners from township schools use social media to enhance their academic resilience. Given the excessive time learners spend on social media, it was often perceived to impact them negatively. Thus, the approach to advance the purpose of this study was three-dimensional. The first dimension was to determine what resilience factors were used by township learners; the second was to determine the effects of social media on the academic resilience of these township learners; and the third was to ascertain how learners maintain their well-being when disconnected from social media. While previous research had primarily focussed on affluent learners or learners from other countries, this study sought to address a gap by exploring whether learners from South African economically disadvantaged backgrounds could similarly use social media for academic benefits. The study was grounded in qualitative research, as this allowed the researcher to gain knowledge of the lived experience of the participants. Purposive sampling was used to select the participants that consisted of 10 learners, which included two boys and eight girls aged between 14 and 16 years. Data was collected with the use of semi-structured interviews. The interpretive phenomenological analysis yielded the following key themes: social media’s impact on participants, social media’s use for academic purposes, avoiding social media distractions, and the resilience factors used by the participants. Ultimately, the findings showed that learners were able to use social media to enhance their academic resilience and this study contributed to the understanding of how social media can promote academic resilience across diverse socioeconomic settings.
Teaching reading to learners with intellectual developmental disorders : practices in the Foundation Phase
Karengwa, Stewart (University of Pretoria, 2025-07-25)
This study aimed to investigate the reading instructional and intervention practices employed by Foundation Phase teachers in special schools in Gauteng in South Africa, to teach learners with Mild Intellectual Developmental Disorders (MIDD) to learn to read. Despite the prevalence of MIDD in special schools, there is a scarcity of research on effective reading instructional and intervention practices tailored to the unique needs of these learners. This mixed-methods study aimed to explore the current reading instructions and interventions used in the Foundation Phase in special schools, highlight their special features, identify factors influencing their use, and examine the extent to which they help learners to develop the foundational reading skills. A convergent parallel mixed methods design was utilised whose main objective was to investigate and gather both qualitative and quantitative data to understand the teaching and development of basic reading skills in Gauteng special schools through a mixed-methods study. Fifty-six Foundation Phase teachers from 34 MIDD special schools in Gauteng were investigated through a survey, interviews with 15 teachers and 10 principals, 15 observation sites and document analysis for 15 sites. The results revealed mixed views on the impact of teaching reading with many experienced teachers, indicating that it was difficult for most learners with MIDDs to read at grade level when they exit the Foundation Phase. Surprisingly, newly appointed teachers were positive about their teaching and how learners respond to instruction. Again, nearly all teachers were unhappy with their schools' reading programmes and reading resources for the Foundation Phase. This research provides valuable insights into the impact of instructional and intervention practices in special schools. It highlights the necessity of considering teacher development in reading and allocating appropriate resources for reading in special schools. The study contributes to reading advancement in the Foundation Phase for learners with mild intellectual developmental disorders. It encourages review of reading policy, classroom practices, and resources meant for reading in special schools in Gauteng. KEYWORDS: Special schools, learning to read, reading to learn, foundation phase, reading instructional and intervention practices, Mild Intellectual Developmental Disorders (MIDD)
Predictors of online learning retention of university students with learning disabilities
Al Masoud, Khlood (University of Pretoria, 2025-07-25)
The aim of this study was to determine the predictors of online learning retention among university students with learning disabilities in South Africa. Then it developed a model of predictors of online learning retention among students with learning disabilities. Recognising the challenges faced by this often-overlooked minority group, the study tested a model of relationships between several environmental and personal factors influencing online learning retention. Guided by Bronfenbrenner’s ecological systems theory, which explains how individual development is shaped by multiple environmental systems, the study adopted a descriptive study design and a quantitative approach. A total of 256 university students with learning disabilities participated, selected using a random sampling technique. Data collection involved the use of a self-administered instrument, and analysis included Exploratory Factor Analysis, Confirmatory Factor Analysis, and Structural Equation Modelling using the MPLUS software. Findings reveal positive relationships between online retention and factors like family and social support, technological constraints, digital fluency, lecturer understanding, motivational factors, institutional training capacity, and faculty technological proficiency. The model showed good fit, confirming the proposed relationships. This study contributes to the growing body of knowledge on online learning retention, offers a validated model for understanding predictors among students with disabilities, and offers practical strategies for enhancing their academic success in online environments.
Perceptions of best practices for teaching literacy to Foundation Phase learners with blindness
Mabonga, Margaret (University of Pretoria, 2024)
Teachers in South Africa have expressed a need for support and guidance to make informed pedagogical decisions that support learners with blindness. The aim of this study of limited scope was to explore and describe teachers’ perceptions of best practices for teaching literacy to Foundation Phase learners with blindness. This study forms part of the continuing research on visual impairment at the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria. I adopted an interpretivist paradigm and qualitative research approach to guide this study. As a guiding theoretical framework, I selected Koehler and Mishra’s (2009) theory of technological, pedagogical and content knowledge (TPACK). I chose a case research study design, including Participatory Reflection and Action (PRA) activities, a focus group, audio-visual data, field notes and a research journal as data generation methods. I facilitated a focus group with three participants who are experienced teachers of Foundation Phase learners with blindness. The findings of the study indicate that teachers teaching literacy to Foundation Phase learners with blindness conceptualise teacher knowledge such as teacher training and experience, teacher knowledge of braille codes and inclusion as prerequisites for best practices when teaching literacy. Moreover, braille literacy programmes and the CAPS curriculum are considered as important foundations when teaching literacy. The study of limited scope indicate that curriculum differentiation and adaptation is key to ensure the accommodation and meeting of learners individual learning needs. Additionally, the study emphasised important braille literacy resources that promote the use of best practices when teaching literacy to learners with blindness. Lastly, the study affirmed that teaching literacy to learners with blindness is interfaced with multiple challenges that inhibit the implementation of best practices, however, teachers are able to adapt their teaching practices and implement self-customised literacy resources to overcome resource-related challenges. Based on the study findings, I recommend prioritizing enhanced, specialized teacher training that focuses on braille codes, inclusive strategies, and the adaptation of the CAPS curriculum to effectively address the unique learning needs of Foundation Phase learners with blindness. Furthermore, the development and dissemination of high-quality, readily accessible braille and topic-specific resources are crucial to support teachers in implementing best practices and overcoming the challenges they face. Finally, further research should explore and document the efficacy of teacher-developed, customized resources to better understand how to support teachers in creating and utilizing these valuable tools.
The role of educational psychologists in coaching as a teacher development intervention
Mathole-Khiba, Eleanor Phokwane (University of Pretoria, 2025-03)
This study explored the role of educational coaching as a professional development intervention for teachers in South Africa, with a focus on the contributions of educational psychologists in Gauteng. While educational coaching has gained global traction for enhancing teacher development and learner outcomes (Lofthouse et al., 2010), South Africa lacks a consistent implementation framework, highlighting a critical research gap. Traditional CPD methods, such as workshops and courses, have proven limited, prompting interest in coaching and mentoring. The Quality Management System (QMS) supports the need for improved teaching, but its success is hindered by implementation challenges, emphasising the need for innovative approaches. Drawing on frameworks such as Van Nieuwerburgh and Barr’s Global Framework for Coaching in Education (2017) and Desimone’s Theory of Action for Teaching Coaching (2009), the study examined how educational psychologists identify teacher needs and design tailored interventions. Four key questions guided the research, focusing on coaching opportunities, teacher perceptions, strategies used, and influencing factors. A qualitative phenomenological approach with an explanatory case study design was adopted, using semi-structured interviews and focus groups with 30 purposively selected participants—including educational psychologists, teachers, principals, and subject advisors—who had relevant coaching experience. Thematic analysis revealed that educational psychologists fulfil a multifaceted role in teacher development. They conduct needs assessments, design personalised interventions, facilitate collaboration, and offer ongoing support. The findings show that structured coaching significantly enhances teacher self-efficacy, autonomy, and instructional competence, aligning with psychological principles and coaching models. These improvements contribute to better classroom management, motivation, and learner outcomes. The study has both theoretical and practical implications. Theoretically, it deepens understanding of the psychological foundations of coaching. Practically, it urges educational leaders to integrate educational psychologists into professional development frameworks to foster sustainable improvements in teaching quality. While highlighting positive outcomes, the study also notes challenges such as limited resources and resistance to change. To address these, it recommends holistic coaching strategies that position educational psychologists as key contributors to teacher development. Ultimately, the research underscores the value of educational coaching in South Africa and the pivotal role of educational psychologists in driving effective, context-specific interventions.
Educators’ lived experiences of homophobic victimisation in Independent Secondary Schools
Mostert, Hendrik Petrus (University of Pretoria, 2025-01)
Although South Africa is a democratic country with Constitutional safeguarding of homosexually orientated individuals, victimisation based on sexual orientation still occurs frequently at schools with detrimental physical and psychosocial consequences for victims. The objective of this research project was to explore and explain educators’ lived experiences of homophobic victimisation at independent secondary schools. The study adopted a qualitative, phenomenological approach rooted in Bronfenbrenner’s Bioecological systems theory (BST), employing an Interpretive Phenomenological Analysis (IPA) and the Innsbruck Vignette Research (IVR) methodology, separately, and then integrating the findings in a three-phase approach. The study was conducted through educator focus group interviews at three independent secondary schools in Johannesburg, Gauteng. In Phase 1, the IPA of the focus group interview transcripts gave rise to five main themes: (1) Educators’ general understanding of homophobic victimisation and its expression in the school context, (2) Influencing factors that complicate or remediate incidences of homophobia and victimisation, (3) Attitudes expressed and experienced by educators, (4) School policies and mitigating strategies to raise awareness and prevent homophobic victimisation, and (5) The school as a microcosm of the broader community. In Phase 2 of the study, six vignettes were crafted by the researcher from his observations during the interviews. In Phase 3, the Phase 1 and Phase 2 findings were integrated to result in a synthesis of the findings, which concluded that educators experience their schools as striving to embrace diversity and eliminate homophobic victimisation.

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