https://ir.unisa.ac.za/handle/10500/30861 Mon, 03 Aug 2026 18:53:06 GMT 2026-08-03T18:53:06Z https://ir.unisa.ac.za/handle/10500/32837 Breaking the silence: examining the prevalence, causes and consequences of sexual abuse of learners by educators in South African schools Muleya, Abgirl; Mavhandu-Mudzusi, Azwihangwisi Helen; Adekola, Ayobami Precious; Matakanye, Hulisani; Tshivhase, Livhuwani Introduction: The sexual abuse of learners by educators remains a significant issue in the South African educational system, compromising the learners' well-being and the veracity of institutions. Despite having solid or robust policy structures in place, incidents keep emerging, often hushed by stigma, power dynamics, and insufficient institutional retorts. The ongoing challenges of sexual exploitation in educational environments stipulate cavernous structural and cultural encounters that are not yet fully comprehended. This study rigorously explores the incidences and effects of sexual abuse committed by educators in selected government public South African schools, specifically concentrating on the Soutpansberg North Circuit in Limpopo Province. Methods: A qualitative cyclical longitudinal ethnographic design was used to gain in-depth insights into the experiences of 16 trained Life Orientation (L.O.) educators selected using purposive sampling techniques. This study was conducted in the rural area of Southpansberg North Circuit of Messina, located in the Limpopo Province of South Africa. Data was collected through ethnographic group discussions and participant observation. Thematic analysis was employed to analyze data. Results: The findings disclosed that sexual abuse frequently arises from a power imbalance between educators and learners. The participants expressed fear and hesitancy in reporting cases of sexual abuse. Furthermore, the finding reflects how the insensitivity of police and the lack of confidentiality dissuade victims from reporting. The study also highlighted the normalisation of learner - educator relationships within communities. Discussion: Together, the findings reveal a complex crisis rooted in gender disparities, power imbalances, and institutional fragility. The patriarchal system perpetuates uneven power relations and normalizes gendered dominance, especially between male teachers and female learners. In light of the findings and implications, it is recommended that the Department of Basic Education establish more stringent regulations and monitoring mechanisms to ensure compliance with the South African School-based Child Protection Committees. Fri, 12 Jun 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32837 2026-06-12T00:00:00Z https://ir.unisa.ac.za/handle/10500/32812 Exploring vital aesthetics through feminine principles in biodigital art Erasmus, Megan In an era shaped by artificial intelligence, biotechnology, and intensifying ecological crises, this thesis investigates how contemporary artistic practice can reawaken ethical imagination. Centred on BioDigital art at the intersection of biological and high-technology systems, it examines how hybrid artistic forms unsettle inherited distinctions between human and nonhuman, natural and artificial, and creator and creation. Rather than resolving these entanglements, the study approaches them as fertile sites for ethical sensitivity and relational awareness. Drawing on John Ruskin’s concept of Vital Aesthetics and the feminine principle, the thesis reframes BioDigital art as an ethical-aesthetic practice grounded in attentiveness, care, and embodied responsiveness. The feminine principle is framed not as gendered identity, but as archetypal receptivity, vulnerability, and sensuous responsibility through which ethics are felt and cultivated. A lifecycle framework places BioDigital analysis in dialogue with the practice-led investigation titled The Chrysalis Code: Unfolding the BioDigital Feminine. This creative work translates ethical conditions into material and experiential processes through BioDigital image-making, projection, and exhibition design. Grounded in embodied ways of sensing the natural world, the practice is situated within reworked South African landscapes embedded in the visual language of Western art history. Rather than seeking ethical resolution, it engages ethical questions through sensuous encounter, temporal unfolding, and environmental responsiveness. The thesis advances a sensuous framework for BioDigital art practice in which aesthetics serve as an ethical orientation, articulating an alternative vision of coexistence grounded in empathy, vulnerability, and relational attunement at the edges of the vital. Mon, 26 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32812 2026-01-26T00:00:00Z https://ir.unisa.ac.za/handle/10500/32653 Multi-Generational Differences: Females’ Perspectives on Factors Influencing Employee Retention Gopal, Denelle Devanisha The aim of this study was to explore the multi-generational differences in the driving and inhibiting factors that influence employee retention from a female perspective. A qualitative research design was used, and 20 semi-structured interviews were conducted. The data were analysed through thematic coding using ATLAS.ti. The findings revealed that emotional and psychological well-being, inclusive leadership and value alignment are central factors that influence retention, particularly for women navigating personal and professional responsibilities. Multi-generational differences emerged in participants’ perceptions of organisational support, leadership styles and career development opportunities. The study highlights the importance of fostering inclusive and empathetic workplace cultures that support life transitions, promote diversity and build trust through transparent communication. Recommendations are provided to guide human resource practitioners and organisational leaders in developing retention strategies that are responsive to generational needs and gender-specific challenges.; Die doel van hierdie studie was om die multigenerasieverskille in die motivering- en stremmingsfaktore wat werknemerbehoud beïnvloed vanuit ʼn vroulike perspektief te ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik, en 20 semi-gestruktureerde onderhoude is gevoer. Die data is ontleed deur tematiese kodering met behulp van ATLAS.ti. Die bevindinge het getoon dat emosionele en sielkundige welstand, inklusiewe leierskap en waardebelyning sentrale faktore is wat behoud beïnvloed, veral vir vroue wat persoonlike en professionele verantwoordelikhede navigeer. Multigenerasieverskille het na vore gekom in deelnemers se persepsies van organisasie-ondersteuning, leierskapstyle en loopbaanontwikkelingsgeleenthede. Die studie beklemtoon die belangrikheid van die bevordering van inklusiewe en empatiese werkplekkulture wat lewensoorgange ondersteun, diversiteit bevorder en vertroue deur deursigtige kommunikasie bou. Aanbevelings word verskaf om menslikehulpbronpraktisyns en organisasieleiers te lei in die ontwikkeling van behoudstrategieë responsief tot generasiebehoeftes en geslagspesifieke uitdagings.; Inhloso yalolu cwaningo ukuhlonza umehluko phakathi kwezizukulwane eziningi mayelana nezinto ezinomthelela ekuqhutshweni nasekuvinjelweni kokugcinwa kwabasebenzi emsebenzini, ngokubona kwabesifazane. Kwasetshenziswa ucwaningo oluhleliwe oluyikhwalithi kanti futhi nemibuzo engama-20 engahleliwe ngokuphelele nayo yasetshenziswa. Idatha yahlaziywa ngokusebenzisa ukuhlukanisa ngemixholo ye-ATLAS.ti. Imiphumela yadalula ukuthi inhlakahle ngokwengqondo nangokwemizwa, ubuholi obubandakanyayo kanye nokuhambisana ngokwamanani kungumgogodla wokugcinwa kwabasebenzi emsebenzini, ikakhulukazi abesifazane abanezibopho zabo siqu kanye nezasemsebenzini. Umehluko phakathi kwezizukulwane eziningi, waqala emva kwemicabango yababambiqhaza yokwesekwa kwenhlangano, izindlela zobuholi kanye namathuba okuthuthukisa umsebenzi. Ucwaningo lugqamisa ukubaluleka kokugqugquzela ukubandakanya kanye namasiko okusebenza anozwelo eseka ukuguqula impilo, agqugquzela ukwehluka kanti futhi akha ukwethembana ngokuxhumana okusobala. Kuhlinzekwe ngezincomo ezizokweluleka abasebenzi ababhekelela izindaba zabasebenzi kanye nabaholi benhlangano ekusunguleni amaqhinga azohlangabezana nezidingo zesizukulwana kanjalo nezingqinamba eziqondene nobulili obuthile. Abstract in English with Afrikaans and Zulu translation Fri, 27 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32653 2026-02-27T00:00:00Z https://ir.unisa.ac.za/handle/10500/32639 Experiences of female principals regarding leadership and management support received from school stakeholders in Ekurhuleni Education District Ngomane, Tirhani Doreen This study explored the experiences of female principals regarding the support they receive or do not receive from various stakeholders within the Ekurhuleni Education District, South Africa. The study focused on how stakeholder support influences leadership and management performance, how female principals' strategies they use, and support structure are required to strengthen their leadership roles. The purpose of this study was to investigate the experiences of female principals in educational leadership, with particular attention to the nature and effects of stakeholders’ support in their professional roles. A qualitative research approach was used, and a multiple-site case study design was adopted, with data collected through semi-structured interviews and observations during the interviews. The study indicate that leadership and management experiences of female principals are strongly associated with effective stakeholder support, including collaboration with teachers, engagement with parents, and support from School Governing Bodies (SGB). It means that such support from the different stakeholders promotes accountability, shared responsibility, and improved school performance. Conversely, negative experience is linked to inefficient stakeholder support and gendered expectations that undermine authority. Female principals address these challenges by fostering shared visions, promoting collaboration, delegating responsibilities and building professional networks to enhance their leadership and management responsibilities. The study concludes that effective stakeholder support is essential for enabling female principals to lead successfully. It recommends strengthening collaborative practices, enhancing stakeholder accountability, and promoting gendersensitive leadership approaches. Thu, 01 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32639 2026-01-01T00:00:00Z