Theses and Dissertations (Education Management and Policy Studies)

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The influence of the whole school evaluation policy on the improvement of township schools
Nkabinde, Zulwini Samuel (University of Pretoria, 2026-01)
South African township schools face challenges including poor leadership, management and governance, poor academic performance, inadequate infrastructure, and behaviour issues. While some township schools have implemented the Whole School Evaluation Policy as a strategy to improve these conditions, research has shown that these conditions have continued to worsen. The purpose of this study was to explore the perspectives of primary school principals on the influence of the Whole School Evaluation (WSE) policy on school improvement at township schools in the Tshwane South District. A qualitative case study was conducted within an interpretivist paradigm. l applied the theory of change as a theoretical framework to guide the study. Twenty primary schools’ principals were purposively selected. A semi-structured interview and a transect walk were used to collect data from each participant, which was then thematically analysed. Findings reveal that not all stakeholders understood the WSE policy and that this lack of understanding has had a negative impact on its implementation at schools. The findings also reveal that contextual factors such as lack of monitoring, lack of financial support for School Improvement Plans, and the absence of a WSE committee constrained the effective implementation of the policy in township schools. To address the challenges associated with the implementation of the WSE policy, I modelled a context-conscious approach to school improvement.
Stakeholder management of the decolonisation of institutional inter-racial academic relationships at a South African university
Nengwani, Muleka Phumudzo (University of Pretoria, 2025-06-27)
South Africa’s higher education institutions have fallen behind in their quest to be transformed into all-inclusive and diverse entities for both students and staff. Despite various processes, structures and policies aimed at redressing past inequalities and structures of dominance being introduced, the “them versus us” mentality still exists across racial groups in higher education institutions, where non-White students and staff feel unwelcomed in Historically White Universities and White students and staff feel the same at Historically Black Institutions. Drawing from Omarjee Nadira’s viewpoint of what the main idea behind decolonisation is and Selowa Hlengiwe’s perspective on how race impacts relationships within higher education institutions, this study reviewed the management of institutional inter-racial academic relationships between managers and the academic staff at a South African university. The study adopted the interpretivist paradigm in its investigation and used semi-structured interviews to collect rich data regarding the managers' and academic staff's experiences and perspectives from 18 participants using the snowball sampling technique. The participants included the Dean, Heads of Departments, Professors and Lecturers. The participants described inter-racial academic relationships from their viewpoints, based on their personal experiences. Participants' responses were analysed using interpretative thematic analysis, to which the findings of the study revealed that social systems and power dynamics still exist, where White dominance, apartheid and colonial residues and gatekeeping practices continue to disadvantage non-White students and staff. This study, therefore, argues that African philosophy and education will only be considered African philosophy and decolonised education when it stops following the rules and applications of Western philosophy and practices. The study recommends that higher education institutions introduce inter-racial initiatives and structures to bring attention to South Africa and its past to promote understanding and engagement. Moreover, the study recommends the decolonisation of Western epistemologies within higher education institutions, as these epistemologies contribute to the persisting racial segregation and slow-paced transformation. The decolonisation of Western epistemologies will allow African realities, stories and knowledge to be included in the lecture rooms and educational discourses.
The leadership experiences of female principals in primary and secondary schools in Gauteng province
Saunders, Shaney (University of Pretoria, 2025-10-31)
In the South African education system, the majority of educators are women; however, female educators remain underrepresented in school leadership structures. Even though policy frameworks such as the Employment Equity Act of 1998 were promulgated into law to bring equilibrium into the workplace, gender stereotypes, cultural biases, and patriarchal customs continue to undermine women’s authority in leadership roles. This inequality is known as the ‘glass ceiling’ effect. It is this invisible ceiling that restricts women from being promoted into leadership positions in the workplace, even though they have the necessary qualifications, experience, and skills. This study investigated the lived experiences of female principals in primary and secondary schools in Gauteng Province, concentrating on the challenges they are confronted with, the leadership styles they utilise, and the strategies they put into practice to manage these impediments in male-dominated environments. This study applied a qualitative research approach and a phenomenological research design to investigate the lived experiences of female principals in South African schools. A thematic analysis was employed to identify patterns in participants’ experiences, challenges, and strategies. The study revealed that female principals face entrenched gendered challenges, including gender bias, cultural stereotypes, exclusionary practices such as the “motherhood penalty,” lack of mentorship, and limited resources. These obstacles reinforce the ‘glass ceiling’ effect and restrict leadership opportunities. Nonetheless, participants demonstrated resilience by adopting adaptive and feminist-informed strategies, such as transformational, participative, instructional, and context-driven leadership approaches. They prioritised inclusivity, collaboration, mentorship of younger educators, and learner well-being. The research results further underscored the effects of external role players, such as School Governing Bodies and the Department of Basic Education, who dictates frequently bolstered hierarchical power undercurrents. Nonetheless, through relational and values-driven approaches, female principals reformed authority, defied patriarchal constraints, and fostered more equitable and socially responsive school cultures. The study concludes that while organisational inequalities continue to be an undesirable custom in South African education, female principals are not unreceptive receivers of biased conduct. Instead, they emerge as agents of transformation who resist patriarchal norms and reimagine leadership as collaborative, ethical, and socially transformative.
A capability analysis of educators’ experiences of bullying at primary schools in Ekurhuleni South district
Basson, Mandy (University of Pretoria, 2025)
Bullying in the teaching profession is not only prevalent and debilitating to educators but is also a deterrent to many seeking to become an educator. Research annotates that bullying in the workplace is not solely subject to the teaching fraternity but can be traced to and exists in any organisation. Bullying in the workplace may not always be recognised as such, thus this study seeks to understand the educators’ experience of it. Bullying not only impacts on an educator’s ability to perform their duties but also their ‘self’ as individuals. The purpose of this study is to explore the capabilities related to primary school educators’ experiences of bullying within the profession. The study adapted a qualitative research method, located in the critical theory paradigm which focuses on emancipation and social power. This study will allow educators to speak on what the teaching profession projects onto its professionals. Rehman and Alharthi contend that the critical paradigm - which has its ethos rooted in societal, political, and economic norms - is said to ‘have a reality that exists, but has been shaped by cultural, political, ethnic, gender and religious practices’. The findings from interviews conducted with primary school educators demonstrated that not all educators equate their uncomfortable experiences as bullying. Others feel they should not speak on their mistreatment if they do understand it as bullying for fear and further mistreatment. Hereby it is apparent that although the education fraternity is aligned to their own differentiated norms of employment, when bullying is experienced and is understood as such, educators’ capabilities within the classroom and as an educator not only impacts on teaching and learning but also on the educators as individuals as well as their ‘teacher identity’. Lastly, the findings revealed that primary school educators who do choose to speak about their experiences of bullying are targeted, ostracized and are seen as difficult. Thus educators choose to conform to the notion of ‘organisational silence’ to remain employed and avoid victimization. This study calls for awareness among all stakeholders in the education fraternity to allow educators the platform to voice any and all concerns that are detrimental to teaching and learning. Furthermore, this study seeks for educators to receive and freely offer constructive criticism which should not come across as bullying, and to allow for a dialogue, which is constructive yet motivative and geared towards achieving the organisation’s intended goals.
Narratives of Ethiopian post-secondary school youth not in education, employment, or training
Bilate, Gebremedhin Belete (University of Pretoria, 2025-08)
The global youth NEET phenomenon has significantly affected the early stages of personal development and marginalised the younger generation in the labour market. Socio-economic, political, and environmental factors have constrained the accessibility and quality of secondary and higher education. The COVID-19 pandemic alone resulted in a staggering 282 million cases of youth unemployment in 2020 (ILO, 2022). Consequently, African youth find themselves roaming the streets in pursuit of employment opportunities in the 21st century. Despite the positive strides made in access to education, the ongoing marginalisation of youth NEET remains a critical issue in Ethiopia and beyond. This problem is notably under-researched, with policymakers and researchers often underestimating the significance of addressing and understanding youth NEET at local and national levels. In light of this deficiency in the literature, this study investigated the factors facilitating and hindering the capacity enhancement of Ethiopian post-secondary school youth NEET. The narrative inquiry approach was utilised to examine the experiences of youth NEET. This involved a purposive sample of 15 NEET-aged youth, 15 to 24 years, and five sector experts. Wolayta Soddo, a town in southern Ethiopia, was chosen as the research site owing to its high youth NEET population and adverse socio-cultural context. Data were collected through semi-structured interviews, observation, supplemented by a literature review, and analysis of documents. This triangulation method was employed to ensure the robustness and validity of the research findings. The PhD study findings produced a new insight concerning youth NEET in Ethiopia. Identified issues encompass poor-quality education, limited access to vocational training, and a lack of life skills orientation. The study argues that political instability, inadequate motivation for career education, and innovative job creation also exacerbate the youth NEET phenomenon at local and national levels. The study recommends that the theoretical and practical dimensions of youth NEET represent global, regional, and local issues. Understanding the experiences of youth NEET can provide valuable knowledge for policymakers, enabling them to address these challenges by formulating strategies to alleviate the problems this demographic faces at micro-meso- and macro levels.
Lived experiences of international postgraduate students in a South African university during the Covid-19 pandemic
Asonglefac, Bridget (University of Pretoria, 2025-08-26)
The unprecedented COVID-19 pandemic caused upheaval across universities worldwide, leading to unusual experiences for international students. The study explored the lived experiences of fourteen international postgraduate students during the COVID-19 pandemic in one South African university in the province of Gauteng. This research was focused on how international postgraduate students experienced the COVID-19 pandemic. It further explored how the pandemic affected their academic, psychological, social, and economic lives. Data were generated through qualitative phenomenological, semi-structured individual, face-to-face interviews, document analysis, field notes, and a reflective journal. Schlossberg’s Transition was adopted to frame the analysis. The findings indicated that students felt alone and financially challenged, and that their well-being was adversely affected. It was also found that there was a general lack of sufficient and coordinated institutional support for international postgraduate students during the pandemic. While some international students’ perceptions and experiences indicated that the support provided differed from one faculty to another within the same institution, they, however, attributed the divergent approaches to the unique characteristics of the higher education system in South Africa. In their opinion, university leadership could have done much better in assisting them to experience the crisis less severely and in a less challenging manner, given that the environment was novel to them. Consequently, the study recommends that South African universities urgently overhaul and review institutional policies and practices regarding international students’ welfare during crises. Universities should design institutional policies that provide specific support services for international students specifically during times of crisis and ensure that policies provide accessible resources such as emergency funding for this group of students.
Deputy principals’ experiences of distributed leadership in secondary schools at Ehlanzeni District
Fankomo, Lindiwe Winnie Ncebo (University of Pretoria, 2025-07-31)
The purpose of this study was to investigate the experiences of deputy principals as distributed leaders in public secondary schools. This study focused on how deputy principals distribute leadership roles in public schools, the nature of relations with their principals, departmental heads, and teachers, as well as the challenges that they experience in distributing leadership. The study was motivated by how leadership roles are distributed in schools and the effect it has on school management teams, teachers, and learner performance. My rationale was to understand the experiences of deputy principals in performing their distributed leadership roles in secondary schools. The study adopted a qualitative case study within a constructive or interpretive paradigm. Semi-structured interviews were used to collect in-depth data from participants. Ten participants were purposively selected from seven public secondary schools in Ehlanzeni district in Mpumalanga Province. The findings of the study revealed that deputy principals played a crucial role in navigating the complexities of distributed leadership in schools. Deputy Principals should play their role in building trust with teachers, which makes teachers give their best performance. It was clear that effective leadership and strong relationships between deputy principals and teachers were essential for ensuring smooth teaching and learning processes. Deputy Principals found it challenging to define their roles clearly while also accommodating the contributions of others. KEYWORDS: Deputy principals, school management team, distributed leadership, teaching and learning, collaboration
Mentoring experiences of TVET lecturers in transitioning to blended learning
Mofolo, Mamolete Iris (University of Pretoria, 2025-11-24)
COVID-19 has led to significant changes in the education sector regarding the use of technology. Mentoring has been used to initiate and encourage the use of technology in schools. Mentoring as a support and guidance activity remains a necessary strategy for professional development and could also encourage lecturers to use technology to provide quality education in higher education contexts, notably in South African TVET colleges. Mentoring has been regarded as an essential strategy during the transition from face-to-face to blended learning, compelling TVET lecturers to integrate technology into teaching and learning. However, research shows that formal mentoring is lacking in many educational contexts, especially in TVET colleges. Therefore, this study investigated TVET lecturers' mentoring experiences in transitioning to a blended learning approach, using a qualitative interpretive case study design. Purposive sampling was employed to select the twelve lecturers from six campuses of a TVET college in South Africa. Data was generated through semi-structured interviews and document analysis, followed by coding, categorising and developing themes using thematic analysis procedures. The findings of this study indicate that, although TVET lecturers urgently required structured support and guidance, formal mentoring was limited in promoting a successful transition to a blended learning methodology. However, peer mentoring was found to be a significant support activity that motivated the transition process. The findings of this study further revealed that a lack of blended learning resources, infrastructure and relevant training opportunities contributed to resistance among TVET lecturers and to a decline in motivation to use blended learning in real pedagogical contexts. Therefore, continuous, intensive and context-responsive training activities could enhance lecturers’ motivation to transition to a blended learning approach in the ‘new normal’. Based on the findings of this study, I proposed a transitional mentoring model that bridges the knowledge gap on how mentoring can be conducted to enable an effective transition to a blended learning approach in TVET colleges.
School principals’ implementation of educator leave policy in Tshwane West district
Vhulahani, Stephen Mashudu (University of Pretoria, 2025)
This study investigated how principals implement the educator leave policy in selected schools within the Tshwane West District. The primary aim was to provide insights that could assist school principals in improving the implementation of this policy to enhance teaching and learning. The research was guided by Van Meter and Van Horn’s (1975) Policy Implementation Model, which identifies six key variables influencing policy implementation: policy standards and objectives, resources, inter-organisational communication and enforcement activities, characteristics of implementing agencies, external environmental factors, and the disposition of implementers. Adopting a qualitative case study design within a constructivist/interpretivist paradigm, the study utilised semi-structured interviews and document reviews as data generation methods. Ten principals, five from primary and five from secondary schools, were purposively selected as participants. Thematic analysis, conducted through six iterative phases, was used to analyse the data, which were organised into major themes and subthemes. Findings revealed that educators’ limited knowledge of the policy and their leave entitlements was a significant challenge in implementing the educator leave policy. Despite this, principals employed various strategies to manage the implementation process, including capacity-building workshops and digital tools. A key recommendation emerging from the study is developing and implementing a centralised digital leave management system by the Department of Basic Education to facilitate streamlined leave applications, monitoring, and approvals. The study concludes that the successful implementation of the educator leave policy hinges on both principals’ and educators’ understanding of the policy framework.
Stakeholders promoting religious tolerance in Ehlanzeni public secondary schools, Mpumalanga province
Maganyane, Tumelo Arnols (University of Pretoria, 2025)
The purpose of this study was to investigate the way stakeholders in Ehlanzeni public secondary schools in the Mpumalanga province of South Africa promote religious tolerance. Religious tolerance in this study refers to general attitudes or actions of accepting and enduring religions that are different from one’s own. Although religious intolerance in education is a global issue, there has been a notable increase in cases of intolerance, particularly religious intolerance, and discrimination against religious minorities in South African public schools. Against this backdrop, the study was based on Social Justice Theory to examine the way schools contribute to the eradication of religious intolerance. A qualitative case study design was employed to conduct the study. Data was collected by interviewing eighteen stakeholders from three public secondary schools in the Ehlanzeni education district of Mpumalanga province, South Africa, who were purposefully selected. Stakeholders comprised the SGB chairperson, principal, Life Orientation teachers, and three learners. Data collected from these interviews was analysed using the Qualitative Analysis Guide of Leuven (GUALGOL). The results indicate that, although South Africa is thirty years into democracy, most schools have not changed their approach to religious observances since the promulgation of the National Policy on Religion and Education in 2003. Moreover, learners continue to experience religious intolerance and religious discrimination because schools primarily promote single-faith religious observances, that is, Christianity, which is the religion of the majority, leaving minority religions unable to claim their space in schools. There have also been sporadic incidents of intolerance directed at African Traditional religions, which are often viewed as disrupting the progress of educators and learners. This study recommends fostering an educated citizenry that not only embraces lifelong learning but also includes individuals and groups willing to live and work together in diverse contexts, particularly those characterised by religious diversity.
The management of support for students with disability at a TVET college in Limpopo Province
Ramovha, Mavu Queen (University of Pretoria, 2024)
This project was carried out in the province of Limpopo at a TVET college. Understanding how instructors, the TVET college administration, and other college stakeholders enable students with different disabilities by offering them the NCV qualification to realise their ambitions and engage in diverse activities as complete individuals was the study's primary goal. One campus provided a qualitative sample of ten participants. In South Africa, the educational achievement rate of students with disabilities is lower than that of students without disabilities. This low attainment rate is accompanied by support inequities, which is why TVET policies are being implemented. Scholars concur that for South Africa to meet the objectives outlined in the National Development Plan, investments in skill development for TVET management, instructors, and students with disabilities are necessary. Effective implementation of teaching and learning interventions can result in the establishment of a supportive education system that includes components such as those listed in Bronfenbrenner's five systems. Without participating in different teaching and learning activities, a sizable percentage of students with disabilities at TVET colleges struggle academically in the National Certificate Vocational (NCV) program. The project was based on the following study topic: Which support programs are available to students with impairments at TVET colleges? The results of the project, which came from the semi-structured interviews used to gather data for the study, show that while TVET administration and lecturers are aware of what management of support is, they are not aware of how it should be applied to properly develop students with disabilities. As a result, they typically lack enthusiasm for it. It would seem that they are only willing to provide the curriculum for students without impairments because they prefer to view support management as the responsibility of the Department of Higher Education and Training. Thus, to accommodate students with disabilities, the curriculum assessment tasks do not, however, provide the range of support intervention needs that are necessary for each activity. Peers, instructors, and the TVET college are worried about excluding students with impairments from engaging in different academic activities. The ineffective management of support for students with disabilities at a TVET college may be due to the lack of support execution models, the challenges in planning inclusive teaching and learning practices, opportunities, and effective support activity execution. The results of the study were used to design a disability support implementation model that NCV institutions can use to manage support.
Departmental heads’ experiences of managing the foundation phase curriculum
Nkosi, Tshegofatso (University of Pretoria, 2025-06)
The study aimed to explore the experiences of departmental heads in managing the foundation phase curriculum in the Tshwane West District, using the curriculum theory by Ralph Tyler. A qualitative approach within the interpretivist paradigm was adopted for the study. A case study design was employed to provide a detailed description of the social context and a comprehensive understanding of the participants. Face-to-face semi-structured interviews were used to collect data from ten Foundation Phase departmental heads. The data was then read and re-read so the researcher could familiarise herself with the data. The researcher then coded, categorised, and merged the data into sub-themes and themes. Trustworthiness was ensured by verifying that the study's findings were credible, dependable, confirmable, and transferable. Ethical considerations were observed during the study to secure the identity of the participants and to guarantee the confidentiality of the data they provided. This study revealed that departmental heads are engaged in managing the Foundation Phase curriculum. However, they are challenged by limited curriculum management support from their deputy principals and principals, as well as teachers’ resistance to changing their work ethics and deviations from curriculum policy and legislation. This study recommends that primary school principals and deputy principals regularly provide curriculum management support to the departmental heads in the foundation phase. Furthermore, it is recommended that the Department of Basic Education provide workshops for foundation phase teachers on curriculum implementation matters and reduce the workload of departmental heads, enabling them to manage the foundation phase curriculum effectively
Evaluering van bestuurstyle van opleiers in nie-formele onderwys : 'n fundamenteel-andragogiese begronding
Van Aardt, Nicolaas Johannes (University of Pretoria, 1992-10)
Afrikaans: Vanuit 'n fenomenologiese perspektief het die volwassene 'ninherente strewe om toenemend iemand te wil word, dus om te leer. Vanwee sy normatiewe ingesteldheid wil hy sy volle potensiaal binne werkverband ontplooi ten einde die maatskappy te help om gestelde doelwitte te bereik. Die individu-in-indiensopleiding in die bedryfsektor word meer as ooit tevore met die vrae van waardes, lewensdoel en optimale betekenis van die lewe gekonfron-teer. Hulle verkeer in nood en vra leiding. Hoe meer die w~reld se kompleksiteit toeneem, hoe grater die mens se nood. Die werk- nemer raak verward in die nuwe geYndustraliseerde samelewing waarin ans, ans tans in bevind omdat nie genoegsame aandag gegee word aan die essensies van menswees nie. Die gevolg van hierdie verwardheid waarin die werknemer horn tans in bevind, lei daartoe dat produktiwiteit in die slag bly. Die bestuurder gee nie genoegsame aandag aan die menslikheid van sy ondergeskiktes ten einde produktiwi tei t van sy werknemers te bevorder nie. Die andragogiese-essensies van menswees naamlik in-betekenis- wees, medesyn, temporaliteit en self-iemand-wees word nie verwerklik in die sakesektor nie. Die andragogiese-essensies is nie net mensweesessensies nie, maar produktiwiteitessensies. Indien die andragogiese-essensies nie verwerklik word in die sakesektor nie, sal produktiwiteit nooit verbeter word in geindustraliseerde werkomgewing nie. Die fundamentele andrago-giese-essensies moet toegepas word binne 'n maatskappy ten einde verhoogde produktiwiteit mee te bring. Individue-in-indiensopleiding beskik oor die potensiaal om produktief te wees en wil graag hierdie potensiaal tot uiting bring. Die bestuurder as opleier moet die klimaat skep waarbinne hierdie werknemer in die maatskappy kan funksioneer. Indien die bestuurder die andragogiese-essensies ontken, ontken hy menswees. Die werknemer as volwassene strewe inherent na uitnemendheid en het die wil om te presteer. Indien hulle deur deelname gelei word, sal dit lei tot verbondenheid wat op sy beurt lei tot kreatiwiteit. Die werknemer wil 'n betekenisvolle lewe lei en hy wil aan alle aspekte van sy lewe betekenis gee en dus ook in die maatskappy waar hy werk betekenisvol wil funksioneer. Die kernbegrip hoe volwasse leer by die werknemer plaasvind, is dat die volwassene selfrigtend is. Die vo--lwasse leerder wil deur andere gesien word as onafhanklik en selfbepalend. Wanneer die ondergeskikte dus 'n. situasie ervaar waar hy/sy nie toegelaat word om onafhanklik en selfbepalend op te tree nie, kan dit lei tot 'n onderbewuste gevoel van weerstand en woede. Dit kan lei tot onproduktiwiteit deurdat hy nie die geleentheid gegun word om sy potensiaal tot uiting te bring nie. Uit die navorsing het geblyk dat die wyse hoe volwasse leer plaasvind nie net mensge-orienteerde leerteoriee bevat nie, maar byvoorbeeld assosiatiewe, funksionele en kognitiewe leerteoriee. Die werknemer strewe na die transendente. Dit beteken dat hy gedurig in wording is en dat hy op pad is om iemand te word. Die andragogiese-essensies is daarop gemik om vir die werknemer wat ongeborgenheid beleef, vertroue in die eie saak te gee. Die Christelike lewensopvatting in besonder bepaal dat God Drie-Enig, die Skepper, Onderhouer en Regeerder van die ganse werklikheid is en dat die werknemer groepe is om God in al sy aktiwiteite te eer en te verheerlik. Hierdie lewensopvatting soos gehuldig deur 80% van die RSA se bevolking moet dus as basis dien vir 'n gesonde bedryfsektor. English: From a phenomenoligical perspective the adult has an inherent desire to be entertained increasingly; that is, to learn. Because of his normative propensity, he strives to develop his full potential in the working context in order to assist the company in reaching his objectives. The individual in in-service training in the operations sector is more than ever before, being confronted with questions regarding values, the purpose of life and the optimum value of life. They find themselves in distress and seek guidance. The more the world's complexity increases, the greater man's distress. The employee becomes perplexed in the new industrialised society in which we are presently became inadequate attention is being given to the essentials of humanity. The result of this confusion in which the employee finds himself presently, leads to a decline in productivity. The manager does not give sufficient attention to the humanity of his subordinates which could promote the productivity of his in-service training personnel. The andragogical essentials of humanity namely being a part of a meaningful world, fellowship, temporality and self-esteem are not being satisfied in the business sector. The andragogical essentials are not human~ essential, but productivity essentials. If the andragogical essentials do not materialise in the 1:fosiness sector, productivity will never improve in the industrialised working environment. The fundamental andragogical essentials have to be applied within, the company in order to bring about increased productivity. Individuals engaged in in-service training have the potential to be productive and have the need to express this potential. The manager must create the climate in which the employee can function within the company. The manager who denies the andragogical essentials denies humanity. The employee as adult inherently strives toward excellence and has the will to perform. If they are guided through participation, it will lead to commitment which in turn leads to creativity. The employee wishes to lead a meaningful life and wants to add significance to all aspects of his life as well as in the company where he works. The basic concept of how the adult doctrine transpires, is that the adult is self-directed. The adult learner wants others to regard him as independent and self-determined. When the employee therefore, experiences a situation in which he is not allowed to act independently and self-determining, it may lead to unproductivity because he is denied the opportunity to demonstrate his potential. Research revealed that the adult doctrine not only contains human orientated learning theories, but for instance, contains associative, functional and cognitive learning theories. The employee strives towards the transcendental. This means that the employee is constantly in the making and on the way of becoming someone. The andragogical essentials are aimed at giving the employee experiencing insecurity, trust in his own situation. The Christian outlook in particular determines that God triune is Creater, Provider and Ruler of the entire universe and that the employee is destined to honour and glorify God in all his activities. This outlook, recognised by 80 % of the population of the RSA, must therefore serve as basis for a sound operations sector.
The role of school principals as instructional leaders in primary schools at Umlazi District
Mkhumbuzi, Thembelihle Martha (University of Pretoria, 2025-06)
This study explored the instructional leadership roles of seven principals of primary schools located in the Umlazi District in KwaZulu-Natal, South Africa. The main purpose was to understand how the selected primary school principals’ leadership influenced effective teaching and learning in their schools. The underlying assumption was that the nature and effectiveness of the education system depend on the role of school principals as instructional leaders. It is school leaders’ mandate and responsibility to provide leadership to learners, teachers, and parents, and instructional leadership is the engine that drives these endeavours. This qualitative study was underpinned by the interpretive research paradigm as well as Weber’s (1996) Five Domains of Instructional Leadership model. The research methodology I adopted was a qualitative case study and I utilised the purposive sampling technique to recruit the principals. Two methods of qualitative data generation were used, namely semi-structured individual interviews and document analysis. The two techniques were deemed appropriate based on the methodological and paradigmatic position of the study. The data revealed that principals were beset with several challenges such as misconceptions of their instructional leadership role, lack of staff professional development, the inadequate provision of teaching and learning resources by the Department of Basic Education (DBE), the inability to address infrastructural needs, a lack of monitoring of and support for curriculum implementation, and inadequate support overall by the DBE. However, although most if the participants did not demonstrate a clear understanding of their instructional leadership roles, it was found that the principals succeeded to some extent in providing support for their teachers. The study contributes to the pool of knowledge as it illuminates a deeper understanding of how some principals in primary schools enacted instructional leadership despite the numerous contextual challenges they faced in peri-urban communities in KwaZulu-Natal, South Africa.
Departmental heads’ and teachers’ understanding and implementation of the assessment policy statement in the foundation phase
Nkosi Duduzile Kate (University of Pretoria, 2025)
South Africa has had several changes in the curricula from the time it became a democratic country. The implementation of changes in the curricula has been problematic which made it necessary to introduce further changes. This study explored how Foundation Phase teachers and Department Heads (DHs) understand assessment and implement assessment policy. A total of three primary schools in the Gauteng, district of Ekurhuleni North was chosen as the sites of the study. Three teachers and three DHs from Foundation Phase (Grade 1-3) were chosen to participate in the study. Two participants (one teacher and one DH) were selected in each school. Data was generated through interviews with the participants. A thematic content analysis was used to analyse the data from the interviews. Thematic analysis was suitable for this study because it is a technique that enables the researcher to systematically identify, organize and give an in depth understanding of themes across the generated data. The findings of this study show the different ways in which the teachers and the DHs understand assessment and how they implemented the assessment policy. The teachers perceived assessment as a tool that is used to determine the progression of the learners as well as identifying the learners who are not performing well and assisting them. While the DHs perceived assessment and assessment policy as a tool for planning as well as obtaining feedback of the teaching and learning process. While teachers played the role of developing learners to improve in their performance, the DHs performed the leadership and management role in the implementation of the assessment policy. The challenges that the teachers experience as well as the support that they need are also presented. This study gives recommendations that other stakeholders like parents should play a supportive role in the pre-assessment, during assessment and post-assessment periods of the assessment policy to improve the performance of learners.
A capability approach analysis to school governing bodies' experience of financial management
Shokane, Dipolelo Kgatetse (University of Pretoria, 2025-03)
School Governing Bodies (SGBs) must be financially capable, which is a significant aspect of managing school finances. The South African Schools Act No. 84 of 1996 (SASA) mandates principals and SGBs to manage school funds well. This suggests that they need to have the necessary knowledge and financial skills to ensure that funds are used effectively for the benefit of schools, yet literature shows they fail to do so. Given that SGBs struggle with the demands of managing school finances effectively, this study employed the capability approach (CA) framework created by Amartya Sen. The framework seeks to enhance people’s ability to function effectively to expand their capabilities and functioning until they have reason to value the lives they lead. Several individual and structural conversion factors contribute to issues of financial management in rural public schools. Such issues include lack of formal education, illiteracy, poor training, and lack of resources to enable them to contribute effectively to schools. This study sought to provide a CA analysis to SGBs’ experience of financial management in rural public primary schools. The findings showed that principals and SGBs wish to use their capabilities to contribute to and develop schools. However, they lack financial knowledge, proper training, good knowledge and usage of finance policies. The methodology used to implement the framework involved data collection through individual semi-structured interviews which were analyzed through deductive thematic analysis. Based on the findings, this study concludes that rural public schools are certainly faced with persistent gaps in financial literacy, poor training of the SGBs, lack of accountability and poor skills and knowledge to make informed choices concerning the development of schools. The findings highlighted that individual constraints play a major role on how school finances are managed in these school. The study further recommends continuous training for all the SGB members to enable them to carry out their duties successfully, enforce the implementation of finance policies in schools and for the Department of Education to normalise school visits to monitor and promote effective educational practices.
Social sciences teachers’ implementation of the curriculum and assessment policy statement in public primary schools
Van Niekerk, Petrus Albertus (University of Pretoria, 2025-07)
Learner assessment is vital for measuring their academic success. While the development of textbooks and social sciences content has progressed significantly, this qualitative study rooted in the interpretivist paradigm focuses on how teachers from two public primary schools in the Overberg district Western Cape apply the Curriculum and Assessment Policy Statement in teaching social sciences at the Intermediate Phase and Entry-Level Senior Phase. Although teachers assess their learners, the rigour of their assessment practices varies. The study addresses the literature gap concerning what constitutes fair, valid, and reliable curriculum and assessment practices. Grounded in the Integrated Course Design theory, 10 participants were purposively selected, and data collection methods included semi-structured interviews followed by thematic data analysis. The study argues that government policies and strategies often present challenges for teachers to deliver the social sciences curriculum effectively. The study found that when one teacher’s assessments are significantly easier than another’s, learners’ grades may not accurately reflect their skills, understanding of content knowledge, or ability to apply knowledge. It is further unclear how social sciences teachers’ assessment practices are legitimately measured or compared for compliance. This ambiguity undermines the very ‘raison d’être’ of assessments to ensure accountability and consistency in evaluating learner performance. The study contends that such ambiguity and uncertainty in evaluation methods contradict the fundamental goal of education: fairness. The study recommends the need for ongoing professional teacher development so that teachers may identify, establish and implement effective, consistent, fair, credible, and dependable curriculum and assessment practices in South African public primary schools.
Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools
Moyo, Eles (University of Pretoria, 2025-04-24)
Abstract Transitions are an integral part of the educational journey, marking significant milestones for learners as they progress from one stage to another. Like many other nations, South Africa faces unique challenges and opportunities in transitions and learner performance in schools due to its diverse population and complex educational landscape. A successful transition in any educational system hinges on the quality of teaching and its teachers, who are undeniably the most critical resources in schools as they play a pivotal role in shaping the educational experience of learners. The study argues that poorly managed transitions into Grade Four classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Their perspectives, attitudes and beliefs create the environment where learners learn and grow and ultimately achieve successful transitions, setting the stage for a lifetime of academic and personal success. Understanding how transitions affect learner performance is not only a matter of educational interest but is also intertwined with broader social and economic implications. Using Bronfenbrenner’s ecological model, the study investigated teachers’ perspectives on learners transitioning from the Foundation Phase to the Intermediate Phase in South African public schools. The interpretive-constructivist research approach included multiple case studies of three township schools. This qualitative multiple-case study used semi-structured interviews, document analysis and field notes as data-collecting methods. Twenty-four participants were interviewed, and documents and field notes were analysed to gain insights into the dynamics surrounding this phase transition. The study highlights Grade Four transitions as challenging, requiring all stakeholders to view learners as components of a system made up of interconnected and dynamically interacting aspects. If not managed properly, transition into Grade Four classrooms may delay or sometimes permanently affect the learners’ academic development. The study also provides recommendations for improving teacher pedagogy during the transition period to make the transition successful.
Principals and educators' perceptions of the implementation of the quality management system in Gauteng
Letsatsi, Neo (University of Pretoria, 2024-10)
Studies indicate that educator performance management systems and continuous educator development and support in the provision of quality teaching and learning in all classrooms are of importance, however lacking. Consequently, nations worldwide are investing heavily in educational systems to establish strong quality management frameworks that will ensure excellent educator performance and provide high-quality education for all students. South Africa is no exception as the government recently revised the Integrated Quality Management System to (IQMS) to the Quality Management System (QMS). This study uses a qualitative research approach inspired by the interpretive paradigm to identify the perceptions that principals and educators have on the implementation of the new Quality Management System (QMS) in the South African education system. Six secondary schools in the Gauteng East district of the Gauteng province were used as research sites, each school resembling a case in this multiple case study. A purposive sampling was used to select eighteen participants, which included six principals, six departmental heads and six educators, with an equal representation of fee-paying and no- fee- paying schools. Data was collected through face-to-face semi-structured interviews, in order to extract a detailed account from the participants, with document analysis used to triangulate the findings. The European Foundation for Quality Management (EFQM) was used as a theoretical lens indicating how quality education can be managed in schools. The data was analysed thematically, and gave rise to five themes. The findings show that there are differences in how educators interpret the QMS document, which inevitably influence how it is implemented. Furthermore, although the QMS is re-branded after the IQMS, some participants are of the opinion that the QMS will not yield the expected results due to its close association with the IQMS. A number of factors that threatened the possible prosperity of the QMS were uncovered. This study suggests that educators should be central in policy formulation processes and be sufficiently capacitated regarding all performance management systems.
Leadership experiences of female middle leaders in independent schools of Mpumalanga province
Mangal, Kanishka (University of Pretoria, 2025-01)
This study explored the leadership experiences of female middle leaders in selected independent schools in the Mpumalanga province. The study aimed to understand how female middle leaders identify as middle leaders, the enhancing and inhibiting factors they face in the independent school context and how the independent school context influences their leadership experiences. The role congruity theory and context-responsive leadership concept constituted the framework through which the leadership experiences of female middle leaders in the independent school context were understood. A narrative inquiry design was adopted to explore female middle leaders' lived experiences. This design is grounded in life experiences and focuses on how one fills one’s world with meaning and how we assist one another in building lives and communities. Data was generated through an unstructured interview and collages inquiry methods. The data was then analysed using two methods: narrative analysis and analysis of narratives. The finding of this study revealed factors that prevent female middle leaders from ascending to senior leadership positions. These include resistance from both males and females.

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