Theses and Dissertations (Educational Psychology)

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Teaching reading to learners with intellectual developmental disorders : practices in the Foundation Phase
(University of Pretoria, 2025-07-25) Omidire, Margaret Funke; stewartkarengwa@yahoo.com; Karengwa, Stewart
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
(University of Pretoria, 2025-07-25) Mampane, Motlalepule Ruth; Wilson-Fadiji, Angelina; khlood.almasoud@gmail.com; Al Masoud, Khlood
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.
The role of educational psychologists in coaching as a teacher development intervention
(University of Pretoria, 2025-03) Finestone, Michelle; Eleanormk28@gmail.com; Mathole-Khiba, Eleanor Phokwane
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
(University of Pretoria, 2025-01) Eloff, Irma F.; henkmostert77@gmail.com; Mostert, Hendrik Petrus
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.
Life Orientation teachers’ perceived sense of meaning and purpose in their career lives
(University of Pretoria, 2025-01) Maree, J.G. (Kobus); carmenduplessis135@gmail.com; Du Plessis, Carmen
In South Africa, the role of Life Orientation (LO) teachers is to assist learners in making informed decisions about life responsibilities, which includes subject and career choices, as part of aiding them in the process of designing successful lives (DBE, 2011; Ruiters & Maree, 2022). LO teachers’ role as subject specialists is, however, challenged by limitations in their professional qualifications, particularly regarding their career practitioner competencies in providing career guidance to learners (Diale, 2016; Modiba & Sefotho, 2019). Furthermore, LO teachers face the formidable task of teaching a subject often regarded as less important to learners and their colleagues, which can adversely affect their personal fulfilment and intrinsic motivation (Dama, 2020; Diale, 2016). The purpose of the research study is to fill the gap in literature regarding LO teachers’ experiences teaching the LO subject, which contributes to their perceived sense of meaning and purpose. The experiences and perceptions of LO teachers were explored in the research study, particularly for those currently teaching the LO subject to learners in the Further Education and Training (FET) phase, in schools within South Africa's Gauteng province. The interviews explored the factors that influence fulfilment amongst LO teachers, the challenges they face in their work, and strategies they use to sustain their motivation. The findings of this research study could be potentially helpful in contributing to the knowledge, as well as informing stakeholders, of how teachers experience LO as a subject, how they present the content, and how their classroom instruction influences the career choices and self-development of Grade 11 learners. The research study is qualitative in nature, with the Self-determination theory (SDT) as the theoretical basis. For data generation, semi-structured individual interviews and a focus group interview were conducted with 10 LO teachers who are currently employed within the Gauteng Province and possess at least 10 years of teaching experience, particularly for Grade 11 learners. Phenomenology is the research design, and the researcher will utilise hermeneutic phenomenology, followed by the implementation of Ajjawi and Higgs’s (2007) six stages for data analysis.
Applying life-design counselling to young adults experiencing unmastered developmental tasks
(University of Pretoria, 2024-10) Maree, J.G.; zelda.pollard@gmail.com; Pollard, Zelda
A great number of people present with unresolved traumatic experiences and/or unmastered developmental tasks and it has been suggested (McLeod, 2018; Maree, 2021a) that problems during the developmental stages may have a negative influence on personality, thus exerting a significant psychological impact on individuals’ career trajectory and their career adaptability. The resolution or reconstruction of these unmastered tasks into meaningful experiences was expected to contribute to enhanced career adaptability, psychological growth, and positive developmental change (Maree, 2021b). This study aimed to answer the primary research question, ‘How does life-design counselling influence young adults’ (between the ages of 17 and 29) mastery of unresolved developmental tasks and enable them to flourish in their career lives?’. A qualitative, mixed-methods case study research design was implemented and constituted identical pre- and post-intervention data-gathering phases as well as an adapted life-design counselling intervention which included the Career Interest Profile Version 7 (Maree, 2017a) and life-design intervention strategies (Savickas, 2015) such as structured and semi-structured interviews, career genograms, collages, and lifelines. Thematic analysis (Braun & Clarke, 2019) was applied to analyse the data along with the assistance of Atlas.ti (v23) software. Results demonstrated significant positive psychological change for the majority of intrapersonal, interpersonal, and occupational developmental tasks. Participants furthermore demonstrated increased application of metacognitive skills, increased awareness of their internal psychological characteristics and well-being, and they were able to identify the external factors which supported and influenced their psychological well-being and career trajectories post-intervention.
The relationship between resilience and academic performance of Ghanaian public Junior High School students
(University of Pretoria, 2024) Mampane, Motlalepule Ruth; etbarimah2010@gmail.com; Twum-Barimah, Esther
This research explores the relationship between resilience and academic performance among public Junior High School (JHS) students in Ghana. The study identifies the primary determinants of resilience and academic performance within this demographic. Ghanaian public junior high students from low socioeconomic backgrounds face significant challenges at home, school, and in their environment. It is essential to understand how these students manage to achieve academic success despite these obstacles. This research addresses a gap in the literature, as the relationship between resilience and academic performance in this context has not been extensively studied. The mixed-method approach was employed, using a sequential exploratory case study design and a pragmatic philosophical stance. The study adopted a cross-sectional method involving 498 Form 2 and Form 3 students from varied cultural backgrounds and eight teachers with teaching experience ranging from 17 to 30 years from three selected JHS schools in the Ayawaso West District. The quantitative phase, which preceded the qualitative phase, involved collecting data through a survey using the Resilience Questionnaire for Middle-Adolescents in Township Schools (R-MATS) scale and academic performance scores from the average of the four core (mandatory) subjects: English, Mathematics, Integrated Science, and Social Studies. Qualitative data was gathered through focus group discussions with students and face-to-face interviews with teachers. The focus groups (eight to ten students) were categorised based on objectively determined resilience and academic performance levels. Quantitative data was analysed using SPSS version 25, while thematic analysis was employed for qualitative data. The qualitative data provided rich insights from the three focus groups and teacher interviews. The study was guided by Resilience Theory and Self-Determination Theory. The key findings indicate that stakeholders must support students by fostering resilience-enabling characteristics. It underscores the importance of parents, teachers, and the government in supporting students to develop resilience, which can significantly enhance their academic performance and contribute to the growth and development of the economy. These findings can inform policymakers, headteachers, and parents enhancing the development of strategies and policies to support and improve academic achievement, thereby addressing the educational challenges faced by students from low socioeconomic backgrounds.
Teachers’ experiences of anxiety in the classroom during the COVID-19 pandemic
(University of Pretoria, 2024-11-30) Eloff, Irma F.; leanda.otto@gmail.com; Otto, Leanda
This research investigated the diverse experiences of anxiety among teachers in the classroom during the COVID-19 pandemic in independent primary schools in Gauteng, South Africa. The aim was to explore teachers' experiences of anxiety, encompassing physical, emotional, financial, and intellectual aspects, in order to assess their psychological well-being and promote their overall mental health. The study adopted a vignette research design, a phenomenological paradigm and a broad qualitative research approach, within which focus groups and a creative expressive art therapeutic (CEAT) process was facilitated. A phenomenological existential theoretical framework of anxiety guided the study. The study was conducted at three independent primary schools in the Gauteng province, selected through convenience sampling. Within each school, six participants took part in a focus group and a concurrent creative expressive art therapeutic (CEAT) process. Data collection involved asking focus group participants to create artefacts based on their experiences of COVID-19-related anxiety in the classroom. These artefacts were informed by the framework of CEAT activities, which included a selection of dry art mediums such as writing, drawing with pastels, and creating artefacts with clay. The sessions were facilitated by a registered psychologist trained in CEAT. The researcher assumed the role of vignette researcher, documenting observations during the facilitated CEAT process and crafting raw vignettes after each session. Data collection sessions were also video and audio recorded after obtaining permission from the participants. The audio recordings were transcribed. Additionally, photographs of the creative products produced by the participants were taken. Textual and visual data was then analysed through theme analysis and vignettes. Raw vignettes were developed into final vignettes through a series of vignette readings and resonance readings. Findings indicate the long-lasting challenges faced by teachers due to pandemic-induced anxiety. They also highlight increased collegiality and heightened mental health awareness among teachers. Their commitment to quality education, adaptability, and persistence were evident. The study aims to contribute to the body of knowledge on the effects of COVID-19 on teachers, specifically regarding their experiences of COVID-19-related anxiety.
The effect of a holistic intervention for children with colour vision deficiency
(University of Pretoria, 2024-10) Ferreira, Ronel; teganvdw@gmail.com; Van der Westhuizen, Tegan Leigh
Limited research has been conducted on the impact of colour vision deficiency (CVD) on the lives of individuals, and how such individuals can be supported to address the challenges they face. Against this background, the purpose of my study was to explore and describe how children with CVD can be supported through a holistic intervention, implemented with four children with CVD and their parents. The conceptual framework is based on an ecological model for health promotion, the holistic policy and intervention framework for global mental health and Theron’s transactional pathways to resilience, specifically, the connect&dream&do mechanisms. I followed a qualitatively driven mixed-methods approach, being guided by social constructivism, implemented an in-depth case study design and purposefully and conveniently sampled the participants. I relied on PRA-guided sessions with the child-participants, online semi-structured interviews with the parent-participants, observation, field notes and a reflexive journal to generate and document qualitative data. In support, quantitative data was collected using the Beck Youth Inventories both prior to and after implementation of the holistic intervention to compare the functioning of the child-participants on emotional and social levels to determine the effect of the intervention. These data sets were informed by selected projective instruments that generated qualitative data. For data analysis, I completed reflexive thematic analysis of the qualitative data and utilised descriptive statistics for the quantitative data. The holistic intervention consisted of a resilience-enabling intervention for the child-participants, presented over the course of a year, and a parent guidance intervention, delivered over 14 weeks. The findings indicate that children with CVD face a range of challenges that can negatively impact their academic, emotional and social functioning, and that they typically receive minimal support in school, but that they were positively influenced by the holistic intervention. I can accordingly conclude that the intervention supported the overall functioning of the children with CVD through the fostering of resilience-enabling skills. In addition to contributing to existing theory in the field of CVD, my study should raise awareness among parents and teachers of the lived experiences of children with CVD and how others can accommodate and support them more effectively. The findings may subsequently guide teachers to create an inclusive educational environment where these children are accommodated whilst being supported by their families at home.
Parental perspectives on the social justice needs of children with albinism
(University of Pretoria, 2024-09) Botha, Karien; minishkan@icloud.com; Arnachellan Naidoo, Minishka
This study forms part of a broader research project at the Centre for Visual Impairment Studies (CVIS) at the University of Pretoria. The study focused on strengthening social justice for children with albinism with the objective of facilitating social change and equal opportunities for children with albinism as an outcome. The aim of this study of limited scope was to explore and describe parental perspectives on the social justice needs of children with albinism. For this research study, I adopted an interpretivist paradigm and a qualitative research approach. As a guiding theoretical framework, I utilised the social model of disability. I implemented an intrinsic case study design, including Participatory Reflection and Action (PRA) activities, as well as a focus group, audio-visual recordings and a reflexive journal as methods of data generation. I purposively selected four participants, who are parents of children with albinism. Following reflexive thematic analysis, three main themes and sub-themes emerged in relation to challenges and support requirements identified by parents of children with albinism. These are: challenges and support requirements identified by parents of children with albinism; resources required by parents to support children with albinism and parents' experiences regarding children with albinism attending mainstream schools. Based on the findings of this study of limited scope, I can conclude that parents of children with albinism are the main sources of support for their children and that they require assistance in addressing the social justice needs of children with albinism. To this end, the parent participants highlighted specific areas in which they require support for their children with albinism and various role-players who can assist. These include the government, teachers, social workers and healthcare workers, who can provide guidance and advocate for the social justice needs of children with albinism in collaboration with parents of children with albinism. This can be achieved by increasing knowledge and awareness about albinism in attempts to reduce stigmatisations and discrimination against children with albinism. I recommend that future research focus on the role of mothers of children with albinism as primary advocates for the rights of children with albinism; and the role of communities and social networks in strengthening the social justice support for children with albinism.
The benefits of sharing house-tree-fire-water-person drawings with parents when their anxious child is in therapy
(University of Pretoria, 2024-10) Theron, Linda; judith@sandplaytherapy.co.za; Bredekamp, Judith
While the literature is clear that children's mental health resilience can be bolstered by effective parenting, child psychotherapy, and enabling psychologist-parent alliances, it is less clear how psychologists might facilitate all these processes simultaneously. In response, I investigated the benefits of sharing the House-Tree-Fire-Water-Person (HTFWP) drawing with parents when their children, aged 10 to 12, diagnosed with generalized anxiety disorder (GAD), were in sandplay therapy. I drew on the Multisystemic Theory of Resilience that explains resilience as the child's capacity to thrive in the face/aftermath of significant stress as being dependent on resources within themselves and their social and physical ecology. I employed a qualitative approach with an exploratory, instrumental, multiple case study design. My sample consisted of seven purposefully selected cases, involving nine primary (parents) and seven secondary informants (child-clients). I used reflexive thematic analysis (RTA) to identify patterns and themes in the data. The findings of my study demonstrated the benefits for the parent, psychologist and child. The parent(s) acquired heightened insight into their child’s anxiety and felt supported and effective in their caregiving role. The psychologist benefitted from the facilitation of an alliance with the parent and the drawings provided feedback regarding therapy progress. For the child, there was increased potential for therapy gains to be sustained and understanding and connection was fostered. Supporting children’s mental health resilience requires input into multiple systems (the child and their parents). The contribution my study makes helps establish evidence-based practices that not only enhance the parent-psychologist alliance but also optimizes the therapeutic process for children experiencing anxiety. In addition, the findings of my study are distilled into insights for other mental health professionals wanting to use the HTFWP drawing to bolster the resilience of children diagnosed with GAD.
Translanguaging as leverage for developing inclusive communication in superdiversity contexts of inner-city schools
(University of Pretoria, 2024-11) Omidire, Margaret Funke; kgaboclifford@gmail.com; Dihangoane, Clifford Kgabo
This study explored translanguaging as leverage for developing inclusive communication in the superdiversity contexts of inner-city schools where the LoLT is English. Superdiversity contexts are communities, especially cities, that are diversified in terms of language, ethnicity, religion, race, countries of origin, socioeconomic status, education levels, and migration history. The aim was to understand the facilitation of teaching and learning in these contexts and explore the use of translanguaging as a support strategy to develop inclusive communication and enhance learning. The study employed sociocultural and experiential theories and a qualitative research approach. The participants were eight teachers and thirty-three learners from two inner-city schools in Pretoria. Data was collected through semi-structured interviews, focus groups and workshop reflections and analysed using inductive thematic analysis. The main findings included participants' awareness of the pedagogical benefits of translanguaging, such as concept clarification, heightened motivation and interest in the subject, learner engagement, improved academic performance, acknowledgement of learner identity, inclusive communication, learning and acceptance of language and cultural differences, improved learner-teacher relationship, and an improvement in the sense of belonging. Overall, teachers welcome the use of translanguaging, but they are sceptical about the implementation processes. Most learners believe the development of English is important as they regard it as an economic language which will assist them in securing employment and interacting on a global scale. These profound pedagogical issues may help comprehend how translanguaging can be implemented in superdiverse contexts, consequently bridging the gap between philosophy and practice. This study provides valid inputs on the implementation of translanguaging methods in the classrooms in developing inclusive communication.
Conceptualising a teacher guidance intervention in support of learners with colour vision deficiency
(University of Pretoria, 2024-08) Ferreira, Ronel; heloisegevers@gmail.com; Gevers, Heloise
There is a scarcity of research in South Africa on how to support learners with colour vision deficiency (CVD). Inspired by inclusive approaches to education, the purpose of my study was to explore and describe teachers’ current disposition to CVD and the extent to which CVD is taken into consideration during teaching and classroom instruction, with the aim of conceptualising a teacher guidance intervention in support of learners with CVD. My study forms part of a broader research project undertaken by the Centre for Visual Impairment Studies, University of Pretoria. In compiling a conceptual framework, I integrated aspects of Vygotsky’s theory of dysontogenesis and the socio-constructivist theory of Vygotsky. Methodologically, I implemented an explanatory sequential mixed methods design, with pragmatism as epistemology. Data was collected/generated in two phases. During the quantitative phase, I relied on a combination of convenient and purposive sampling to select 92 teachers from public schools in the Ekurhuleni district, Gauteng, who completed a structured questionnaire. During the qualitative phase, data was generated through seven semi-structured interviews involving nine participants who were conveniently selected. For data documentation, I relied on field notes and a research journal. I utilised descriptive and inferential statistics to analyse the quantitative data and completed inductive thematic analysis of the qualitative data. Following my analysis of the data, I integrated the results of the two phases. The findings of my study indicate that colour is widely used within the school context, not only during teaching and classroom instruction and in educational media but also during extra-curricular activities, such as sport and cultural activities. The findings furthermore highlight that the use of colour may negatively affect learners with CVD, not only impacting their scholastic performance but also their participation in extra-curricular activities. In addition, CVD-related challenges can negatively affect the psycho-social functioning of learners with the condition. My study presents some guidelines for teachers working with learners with CVD in support of their optimal functioning. Based on the findings I obtained, I conceptualised a teacher guidance intervention in support of learners with CVD that can be developed and implemented in a follow-up study.
A qualitative evidence synthesis on resilience-enabling interventions in rural schools in the Global South
(University of Pretoria, 2024-04) Ebersohn, L. (Liesel); Murphy, P. Karen; lizmarie.basson@gmail.com; Basson, Liz-Marie
A unique blend of challenges in rural spaces in the Global South hinders the health, well-being and learning outcomes of students in primary schools. There is a need for knowledge on effective, evidence-based interventions within schools aimed at (i) buffering against contextual risk, and (ii) enabling better-than-expected development outcomes for students. Evidence on this subject draws heavily from Global North studies, not accounting for contextual and cultural differences synonymous with a Global South space. This Qualitative Evidence Synthesis (QES) investigated how systematic insights from published knowledge on rural school-based interventions in low- and middle-income countries (LMICs) may inform knowledge on the impact of resilience-enabling interventions in schools in the Global South. The study evaluated the use of Global North quality assessment tools in LMICs and proposed a framework to enhance the relevance and integration of knowledge produced in the Global South. Published primary intervention studies in rural schools across LMICs (43,874) were identified on ProQuest, Scielo citation index, Scopus, Web of Science and EBSCO platform databases. Inclusion criteria for the published studies were (i) English as the language of reporting, (ii) qualitative primary empirical research, (iii) between 1980 and June 2020, (iv) school- or school community-based interventions in rural areas in LMICs, (v) for students between five and nine, and (vi) with a focus on child learning, well-being and health outcomes. Seven studies met the criteria. Following a QES utilising reflexive thematic analysis, it was found that interventions focusing on teachers and students have the largest impact by boosting attendance, interpersonal skills, and academic outcomes. Enablers increasing the impact of school-based interventions include systemic stakeholder participation, contextually relevant practices, resources and policy, using interventions as opportunities for teacher professional development, and financial support. Constraints inhibiting school-based intervention impact include inequality and resource constraints at the school, community- and classroom-level, limited teacher preparedness, lack of sociocultural- and contextual relevance, and limited student learning opportunities. The study proposes using the TAPESTre framework (Transformative Approaches, Agentic Justice, Participatory Approaches, Emic Place Relevance, Space, Trustworthiness and Resilience-Enabling) as a relevant quality measure to report – and thereby strengthen –the quality of intervention studies positioned in the Global South.
Social inclusion of learners with autism spectrum disorder within South African primary mainstream schools
(University of Pretoria, 2024-03-31) Ramaahlo, Maria; Mampane, Ruth; U16310242@tuks.co.za; Alberts, Linelle
This dissertation embarks on a comprehensive exploration of social inclusion for learners with Autism Spectrum Disorder (ASD) in mainstream South African primary schools. The severity of the learners interviewed varied, with some being high-functioning and others ranging between high and low functioning. The research study discusses the global and South African prevalence of ASD, emphasizing the social challenges faced by learners. Theoretical underpinnings in social constructivism set the stage for understanding inclusive practices for neurodiverse learners. Ethical considerations guide the research, ensuring participant well-being and confidentiality, particularly for the vulnerable population of learners with ASD. The study details the use of face-to-face interviews and self-constructed open-ended questionnaires for data collection, emphasizing the thematic analysis approach. Findings from the study highlight the barriers learners face, including challenges in forming friendships and sensitivity to sensory stimuli. Facilitators of social inclusion, such as supportive teachers and positive reinforcement, emerge. Recommendations from participants encompass creating autism-friendly classrooms, fostering friendships, reducing homework loads, and improving communication. The dissertation connects these findings to existing literature, addressing barriers, facilitators, and recommendations. Teachers' challenges in accommodating diverse learning needs, insufficient support, and managing emotional behaviors are discussed. Current teaching strategies are outlined, including personalized attention and sensory stimulation management. Participants offer advice for future teachers, emphasizing patience, flexibility, and awareness of ASD. Despite limitations in sample size and time constraints, the study provides a roadmap for improving social inclusion. Learners stress the importance of accommodating environments, improved organization, and enhanced communication. Teachers advocate for raising awareness, collaborative group work, and reducing sensory stimulation. Future researchers are urged to include a diverse range of schools and participants, incorporating parents, principals, and peers for a comprehensive understanding.
Teachers Self-efficacy in teaching Comprehensive Sexuality Education to learners with visual impairment in special schools
(University of Pretoria, 2024) Mampane, Motlalepule Ruth; Ubisi, Lindokuhle; pltwala13@gmail.com; Twala, Phumzile Lizzie
This research investigated teachers’ self-efficacy in delivering comprehensive sexuality education (CSE) within the two specialised schools accommodating learners with visual impairment (LVI) in the Free State. These schools are geographically distant, under separate educational districts, serving over 353 learners from Grade R to Grade 12. The study is also an integral part of a broader initiative to develop a CSE curriculum specifically for LVI students. Teachers encounter unique challenges when teaching CSE, implying significant responsibilities and multifaceted functions within their classrooms; therefore, strategies to encourage teachers’ self-efficacy in teaching LVI students are imperative. The study exploited interpretive epistemology and a social constructionist ontology, emphasising a collective perception of reality through shared meanings and contextual understanding across social and experimental contexts. Qualitative data were generated using Focus group discussions and interviews to explore the resources essential for LVI teachers in teaching CSE. A purposive sampling technique was employed to select participants with experience interacting with visually impaired learners in the Free State. The study included eight participants—four teachers from each of the visually impaired learners’ schools (n = 8: 4 teachers of the visually impaired learners per school). Inductive thematic analysis was applied to analyse the qualitative data collected. The study identified three emerging themes—collaboration and support, teachers’ observations and ideas regarding CSE for LVI, teacher training and professional development. The results are expected to inform the Department of Higher Education and Basic Education, in collaboration with other universities, in developing a qualification suitable for training prospective LVI teachers within their curriculum courses.
Challenges experienced by special education and learning support educators during the COVID-19 pandemic
(University of Pretoria, 2024-07) Finestone, Michelle; mpho.mthembu@up.ac.za; Mthembu, Mpho Princess
This study aimed to pinpoint the unique challenges faced by special education teachers and learning support educators in Gauteng amid the COVID-19 pandemic. Four secondary research questions guided the inquiry: (1) What were their primary concerns during this time? (2) What strategies did they employ to tackle these challenges? (3) What were the most significant barriers to effective communication and collaboration among special education teachers, learning support educators, students, and parents during the Covid-19 pandemic? (4) How did the shift to remote and hybrid learning environments during the Covid-19 pandemic affect the instructional methods and support strategies used by special education teachers, and learning support educators? The main research question focused on identifying the specific obstacles encountered by these professionals during the pandemic. This research was conducted as a single exploratory case study within a qualitative research framework. The study explored the challenges experienced by ten participants through qualitative questionnaires, semi-structured interviews, and a focus group discussion. Interpretive Phenomenological Analysis (IPA) was employed to interpret the participants' subjective experiences. The study drew on two theoretical frameworks: the Conservation of Resources Theory and the Coping-Competence-Context Theory. The findings revealed several challenges faced by the participants, including a lack of resources, work-life balance issues, difficulties in implementing COVID-19 regulations, inadequate online teaching skills, low motivation and self-efficacy among teachers, the need to adapt teaching styles, communication issues between teachers and learners, teacher burnout, and stress; challenges in the implementation of the Screening, Identification, Assessment Support policy; challenges in the creation and implementation of the Individualised Education Plan. These challenges affected both the personal and professional lives of the educators, impacting their well-being, teaching quality, and the learning outcomes of special school students. This study sheds light on the profound impact of the pandemic on special education, and emphasises the need for targeted support to address these challenges effectively. Page | viii A framework was developed from this study which will assist special education teachers and learning support educators in managing challenges more effectively and strengthening their resilience during times of crisis. The framework derived from this research shows that the participants in this study faced many obstacles during the COVID-19 pandemic, but their capacity to overcome these obstacles suggests that they had resources available to help them navigate their way through through these obstacles. Recommendations made from this study include enhancing teacher training for online pedagogy, providing psychological support, improving communication with parents, and promoting curriculum flexibility. Proper resource allocation, workshops, and online counselling are emphasised to address the challenges faced. Future research should involve school management teams and mainstream schools to better understand special education challenges. This study contributes to understanding how SETs and LSEs cope during crises like the COVID-19 pandemic, demonstrating their resilience and resourcefulness. It underscores the need for comprehensive support systems and adequate resources to help educators manage their roles effectively in adverse conditions.
Manifestations of well-being in undergraduate students of law
(University of Pretoria, 2024) Eloff, Irma; nolodimaza12@gmail.com; Dimaza, Noloyiso Zimbini
Students' well-being in Higher Education (HE) is foundational to their academic success. However, recent studies show a notable and concerning decline in mental health and well-being among university students in different scientific disciplines. This study specifically focused on undergraduate law students at a university in the Gauteng province, South Africa. It aimed to explore what well-being means to them, and how university factors contribute to their subjective well-being experience. The research was anchored in the constructivist paradigm, and theoretically grounded in the PACES model of student well-being. Utilising a qualitative research approach, the study employed purposive sampling for an online survey with participants (n=167), and snowball sampling to recruit participants (n=4) for a focus group discussion. The two data sets were analysed simultaneously, following Braun and Clarke’s thematic analysis guidelines. Throughout the research process, ethical standards were strictly adhered to. The findings of this study revealed that undergraduate law students’ well-being comprised a combination of a variety of features influenced by many factors and experiences. Social support, a supportive academic environment, academic engagement, and a balanced lifestyle were identified as key contributors to student well-being by the participants. However, hindrances to well-being among undergraduate law students included academic pressures, unhealthy coping mechanisms such as substance abuse, and personal challenges like anxiety and stress. Key words: law, law students, undergraduate student, well-being
Administering career construction counselling to a disadvantaged rural learner with inadequate self - efficacy
(University of Pretoria, 2023-12) Maree, J.G. (Kobus); u21475378@tuks.co.za; Mazongolo, Anathi
This study aimed to assess the effectiveness of career construction counselling on a rural disadvantaged learner with inadequate self-efficacy who is ready to embark on a career. Learners from environments challenged by disadvantages face many challenges that are unique to their environment. Maree and Che (2020) stated that learners from such environments tend to feel disempowered by the situation in which they find themselves – unemployment, for instance, is a common characteristic of such situations. Consequently, many learners are left uncertain about their future, and at the same time, their career identity is impaired. Bandura (1977) explained that individuals' achievements are shaped by the dynamic interplay among their behaviour, personal factors, and the environment. An investigation into the influence of career construction counselling on the contextual experiences of the participant was informed by career construction theory (Savickas, 2005) and self-construction theory (Guichard & Lenz, 2005), which are both based on the constructivist paradigm. Enhancing the resources available to participants is crucial, especially considering that career trajectories are shaped by a combination of individual and contextual factors. To investigate this, the study adopted a qualitative research approach using an intrinsic case study design. The study sampled a single disadvantaged participant between the ages of 18 and 25 from Pietermaritzburg in KwaZulu-Natal. To ensure the accuracy of the data, multiple data generation methods were used including semi-structured interviews, qualitative career assessments, observation of body language, and extensive field notes. The data for the study was analysed using thematic analysis as outlined by Braun and Clarke (2006). Throughout the research process, I adhered to the ethical standards outlined by the Health Professions Council of South Africa (2016). The findings of the study suggested that the self-efficacy of the participant was significantly enhanced through the intervention, meaning that the working assumptions and research questions have been successfully answered. The participant appreciated the skills that he learned from the intervention and recommended it for other people in his peer groups.
Factors supporting the wellbeing of undergraduate students in health sciences
(University of Pretoria, 2023-11-30) Eloff, Irma F.; u11162474@tuks.co.za; Mofokeng, Nthabiseng Desiree
This study aimed to describe and explore factors that support the wellbeing of undergraduate students in a Faculty of Health Sciences through a positive psychology framework. This study forms part of a broader project at the university known as the Wellbeing Project. The rationale for undertaking the study was to help deepen the understanding of the factors supporting the wellbeing of undergraduate students in the Health Sciences. Wellbeing is a subjective understanding of one’s interpretation of an occurring phenomenon that has impacted one. For this reason, this study followed a convenience and purposive sampling method in selecting participants. Participants were undergraduate students enrolled in various academic programmes in the Health Sciences. These students were purposefully selected from different contextual backgrounds to try to obtain a more holistic, insightful explanation of factors affecting their wellbeing. Initially undergraduate students from the Health Sciences participated in face-to-face rapid interviews and a focus group session. For this master’s degree study one focus group session (n=6) in the Faculty of Health Sciences and 427 face-to-face brief interviews with undergraduate students in the Health Sciences were analysed. Theoretically, the positive emotions(P), engagement (E), relationships(R), meaning (M), accomplishment (A), health (H) theoretical model guided the study. In the interviews students were able to briefly describe the distinctive factors that contributed to their own wellbeing, in answer to the question “Which factors support your wellbeing at the university?” In the focus group session, they were given an opportunity to provide a more comprehensive and extensive explanation of factors that affected their wellbeing. The study reports on findings from a secondary analysis of both the interviews and the focus group.

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