• Lived mentoring experience of early-career teachers in selected Gauteng public schools : a narrative inquiry 

  Maseko, Vivian Zinhle (University of Pretoria, 2021-03)

  This study reports on an investigation into the lived mentoring experiences of earlycareer teachers in selected Gauteng public schools. Although several studies have examined mentoring of early-career teachers, international ...
• Higher education funding, justice and equity - critical perspectives 

  Motala, S.; Oketch, M.; Wangenge-Ouma, Gerald; Nasutha, M. (Stellenbosch University, 2023-11)

  How governments choose to fund students in higher education (HE) is inextricably linked to the sector’s sustainability and efforts to achieve a just and equitable HE experience and outcomes for all students. The way funding ...
• Reframing Global North–South collaborations through the lenses of aware, connect, empower (ACE) principles 

  Sehoole, Molatlhegi Trevor Chika; Strang, Karen; Jowi, James Otieno; McVeety, Melanie (Open Journals in Education, 2024-01)

  This article provides an analysis of how equitable, inclusive, and meaningful partnerships between the Global South and Global North, which have been characterized by challenges (Kumar 2019), can be established and enhanced ...
• The status of digital innovation and data security in South African higher education 

  Adeyemo, Kolawole Samuel (Stellenbosch University, 2023-05)

  Most Higher Education Institutions (HEIs) in South Africa have moved teaching and learning to online platforms due to the COVID-19 pandemic. With this new development, the responsibility falls upon HEIs to ensure the ...
• Financial management in fee-paying public schools in South Africa : how responsible is the school governing body? 

  Aina, Adebunmi Yetunde; Du Plessis, Andre (Education Association of South Africa, 2023-11)

  The South African Schools Act, No. 84 of 1996, stipulates how schools should manage and involve stakeholders in financial management. The literature suggests that stakeholders at non-fee-paying schools in the township and ...
• The interactional effects of different assessment policies on the assessment practices of grade 9 teachers 

  Sokopo, Zoleka Nobathembu (University of Pretoria, 2004)

  This research study seeks to explain how the practices of teachers are affected by the implementation of multiple policies that have an impact on one aspect of the teaching practice, namely assessment. The study also ...
• Financial management decision-making of school finance committees in public primary schools in Mpumalanga province, South Africa 

  Sebidi, Simon Diatleng (Education Association of South Africa, 2023-08)

  Subject to the South African Schools Act, 84 of 1996 section 16(1), the governance of every public school is vested in its governing body and it may perform only such functions and obligations and exercise only such rights ...
• The management and governance conundrum in South African public schools : principals perspectives 

  Kruger, Johan; Beckmann, Johan L.; Du Plessis, Andre (University of the Free State, Faculty of Education, 2022-12-23)

  The introduction of school governing bodies (hereinafter SGBs) changed the roles and functions of principals dramatically when this new approach to school governance and professional management (referred to as a ...
• Resource provisioning and implications on learner performance in schools in Limpopo Province, South Africa 

  Molaudzi, Azwindini Moses; Adeyemo, Kolawole Samuel (Routledge, 2022)

  This study investigates the relationship between resource provisioning and learners’ performance in public schools in Limpopo province, South Africa. The education production function theory was used to address a set of ...
• E-mentoring in the nGAP mentorship program : practitioners' narratives 

  Nthontho, Maitumeleng Albertina; Madonda, Nonjabulo Fortunate; Maroga, Manyaku Jaqouline (Common Ground Research Networks, 2022)

  Mentoring has earned itself growing popularity in higher education due to its impact on the development of both the mentee and mentor. While some institutions use mentoring in their undergraduate and postgraduate ...
• Management of infrastructure in non-fee-paying schools in a selected South African province 

  Ngema, Gerald Gideon Bonga (University of Pretoria, 2023)

  Schools whose governing bodies only have Section 20 functions according to the South African Schools Act and are non-fee-paying-schools are disadvantaged in that they can only administer and control infrastructure but are ...
• The principal’s role in the budgeting process of fee-paying public schools 

  Stander, Dean (University of Pretoria, 2022)

  Research has shown that budgeting is one of the most important aspects to ensure effective school financial management. Very little research has been conducted on the specific role principals need to play in the budgeting ...
• School leadership competencies for teacher professional development : a Namibian case study 

  So-Oabeb, Josef Haitale Shingoya (University of Pretoria, 2023)

  There is a plethora of literature that argues the need of certain competencies for school leaders for them to be effective in their roles and responsibilities (Arman, Syamsul & Darman, 2016; Huber & Hiltmann, 2011; Komalasari, ...
• Professional discretion of public school principals : an education law perspective 

  Beyers, René (University of Pretoria, 2023)

  Research indicates that there is a lack of understanding of the law and legal obligations among school principals. This could directly affect a principal’s ability to apply appropriate professional discretion. Without the ...
• Distributed leadership for teacher empowerment in Tshwane Secondary School 

  Mangole, Keaobaka Vinolia (University of Pretoria, 2022)

  Teachers are the most significant influencers in learners learning and play a key role in the nation-building process by influencing the mind-set of learners. This study aimed to examine how distributive leadership can ...
• Mentoring experiences of women leaders in advancing to senior positions at a South African university 

  Madonda, Nonjabulo Fortunate (University of Pretoria, 2022)

  Underrepresented of women in leadership positions persist, more so in senior positions. This reality exists in many sectors, including the Higher Education sector globally. Many factors leading to this have been identified, ...
• Teacher leadership for supporting learners in an Islamic school context 

  Ebrahim, Muhammed Javeed (University of Pretoria, 2022)

  Teacher leadership is an essential research focus area in wealthy nations with well-established democracies. In South Africa, teacher leadership research is still emerging. The focus has been on shifting the role of the ...
• From not-for-profit to profit-driven independent schools through the eyes of some of the stakeholders 

  Breedt, Me Ilze; Beckmann, Johan L.; Du Plessis, Andre (University of the Free State, Faculty of Education, 2021-12-06)

  This qualitative study sought to explore the experiences of stakeholders at independent schools during and after the transition from a not-profit governance approach to a for-profit governance approach after a change ...
• Admission policies as enablers and disablers of children’s rights to basic education : stakeholders’ perceptions 

  Sibanda, Gladys Mankoana; Beckmann, Johan L. (Education Association of South Africa, 2021-11)

  In this article we report on a qualitative study done in Pretoria, South Africa, in which we investigated the experiences of 2 representatives of the Gauteng Department of Education (GDE); School Governing Body (SGB) ...
• The challenges of transitioning from teacher to departmental head in seven primary schools 

  Jaca, Nosipho Immaculate (University of the Free State, 2021-09)

  The aim of this study was to identify key challenges of practice that departmental heads (DHs) face during their transition from a teacher to their DH role. The study was based on Bridges’ transition theory. The researcher ...

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