• School principals’ leadership development : lessons from the ACE school leadership programme on leading during the COVID-19 pandemic 

  Kgwete, Ephraim Matala (Education Association of South Africa, 2025-02)

  The COVID-19 pandemic presented the world with many challenges – some of which were unprecedented challenge for school leaders. The South African Department of Education (DoE) introduced a new threshold qualification, an ...
• Wrestling with complexities of rural school contexts : learning from Deputy principals’ leadership experiences 

  Blose, Sibonelo; Mbatha, Ayanda (Sage, 2025)

  South African communities may be viewed in three categories – rural, semi-urban and urban. These communities are unequal in terms of infrastructure and economic opportunities, among other things. The inequities among the ...
• Religion in South African education : a divisive or unifying force? 

  Nthontho, Maitumeleng Albertina (Taylor and Francis, 2024)

  Religion not only promotes tolerance among societies with different backgrounds, but also serves to enhance human society. In contrast, however, religion is seen to be the cause of conflict and division around the world. ...
• Examining customer intentions to purchase intelligent robotic products and services in Taiwan using the theory of planned behaviour 

  Tai, Yu‑Hung; Nwachukwu, Precious Toby T.; LePage, Ben A.; Fang, Wei‑Ta (BMC, 2024-06)

  BACKGROUND: The literature for assessing online and offline shopping behaviours that are linked to intelligent robotic goods and services is inadequate. In this study, we applied the Theory of Planned Behaviour model for ...
• The role of deputy principals : perspectives of South African primary school principals and their deputies 

  Jansen, Christa; Du Plessis, Andre F. (Sage, 2023-01)

  Education leadership literature indicates that relatively little attention has been given to the specific duties and responsibilities of South African deputy principals in comparison with other leadership and management ...
• Non-educator stakeholders and public-school principals' views on the proposed amendments to the South African Schools Act 84 of 1996 

  Kruger, Johan; Beckmann, Johan L.; Du Plessis, Andre (North-West Unversity, 2024-01)

  On 13 October 2017, the Department of Basic Education (DBE) published Government Gazette No 41178 pertaining to the Basic Education Laws Amendment Bill (hereinafter BELA). The draft bill proposes to amend certain sections ...
• Strategies that leadership employ to support teacher professional development in Namibia 

  So-Oabeb, Josef Haitale Shingoya; Du Plessis, Andre F.; Masenge, Andries (AOSIS, 2024-03)

  BACKGROUND : Namibian education is faced with a concern of poor-quality teaching and learning. One way of seeking to address this is through the professional development of teachers. Therefore, this study examined ...
• Exploring young students’ attitude towards coding and its relationship with STEM career interest 

  Ogegbo, Ayodele Abosede; Aina, Adebunmi Yetunde (Springer, 2024-06)

  This paper presents findings of an investigation on students’ attitudes towards coding and its relationship with interest in STEM-related careers. A concurrent mixed-method research design involving a pre-intervention-in ...
• Towards global learning in post-Apartheid South Africa 

  Smit, Brigitte (South African Association for Language Teaching, 1996-04)

  In 1994, South Africa has witnessed the collapse of Apartheid, which proves that socio and political changes and shifts can occur peacefully when a critical number of people come to realize that old ways of doing things ...
• Empowering rural parents to effectively contribute to their children’s education 

  Morowane, Sam Mokgapego; Marishane, Ramodike Nylon (Education Association of South Africa, 2024-08)

  The high level of inequality in South Africa has widened the gap between rural and urban schools, and the performance of rural schools has been continuously declining compared to urban schools. Poor performance in rural ...
• Basic education sector service delivery : challenges faced by managers and practitioners in Botswana 

  Koboyatau, Annah; Mthiyane, Siphiwe (Noyam Publishers, 2023-03)

  The purpose of this study was to explore the conceptualisation, practices and experiences of Education managers and practitioners regarding service delivery in the Botswana basic education sector. The study used a ...
• Leadership competencies for teacher professional development : perspectives of Namibian principals, heads of departments and teachers 

  So-Oabeb, Josef Haitale Shingoya; Du Plessis, A. (Andre) (University of the Free State, 2023-06-30)

  Using a blend of functional, distributed, and instructional leadership theories as a theoretical lens, this article presents the perspectives of Namibian principals, heads of departments (HODs) and teachers on the various ...
• Factors that influence public school principals’ professional discretion : perspectives of South African public-school principals 

  Beyers, René; Du Plessis, A. (Andre) (University of the Free State, 2023-06-30)

  Through the lens of the contextual intelligence theory, this article utilises previous empirical research studies as a base to support the application of professional discretion practices of public-school principals. ...
• Auditing public schools’ financial records : a study of financial management from the eyes of relevant stakeholders 

  Sebidi, Simon Diatleng; Aina, Adebunmi Yetunde; Kgwete, Ephraim Matala (University of the Free State, 2023-12-13)

  The demand for proper financial management in schools is dictated by the South African Schools Act 84 of 1996, Section 43(1) (RSA, 1996), according to which public schools must retain a suitably qualified accountant ...
• Primary school principals’ experiences of the implementation of educational policy change 

  Tshabalala, Goodness Xolile; Nthontho, Maitumeleng Albertina (Education Association of South Africa, 2024-05)

  In the study reported on here we explored the experiences of primary school principals in the implementation of educational policy change from an educational policy implementation (hereafter, EPI) theory perspective. With ...
• Learner behaviour management in culturally diverse classrooms 

  Serakwane, Jane Mathukhwane; Herman, Chaya (University of Venda, 2022-02)

  This article explores learner behaviour management practices of teachers in culturally diverse classrooms in a South African high school. The theoretical underpinnings of culturally responsive classroom management are used ...
• Developing a collaborative teacher learning culture : perspectives of three secondary school principals in the Pinetown District 

  Bhengu, Thamsanqa Thulani; Blose, Sibonelo (University of Venda, 2022-05)

  Continuing learning is significant for teachers to keep up with the ever-changing demands and challenges associated with their work. As senior leaders in schools, whose key responsibility is to promote the education of ...
• Influence of school contexts on leadership practices: putting deputy principals under the microscope 

  Blose, Sibonelo (Sage, 2024-03)

  The study reported herein examined the influence of school contexts on leaders’ leadership practices in South Africa. To this end, deputy principals were put under the microscope to scrutinize the relationship between their ...
• Academic integrity and copyright literacy policy and instruction in K-12 schools : a global study from the perspective of school library professionals 

  Hossain, Zakir; Celik, Ozgur; Hertel, Corinne (BMC, 2024-03)

  This study examined the policies and instructional practices related to academic integrity and copyright literacy in K-12 schools through the lens of school library professionals. Since school librarians play a key role ...
• 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 ...

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