https://ir.unisa.ac.za/handle/10500/6441 Fri, 19 Jun 2026 15:58:06 GMT 2026-06-19T15:58:06Z https://ir.unisa.ac.za/handle/10500/32465 Teachers' experiences of managing learner discipline in Secondary Schools in Mmashadi circuit, Sekhukhune East District Phakoago, Moleke The management of learners’ discipline is a practice that disproportionately burdens teachers’ teaching and learning experiences. Teachers’ experiences in managing learners’ discipline are guided by codes of conduct, the legislative framework, and school regulations. Grounded within existing literature on learner discipline and teacher management of learner discipline, this study explored teachers' experiences in managing learners' discipline in secondary schools at Mmashadi Circuit, Sekhukhune East District. To achieve the study aim, a qualitative research approach was employed underpinned by an interpretive paradigm. A case study research design was applied. Semi-structured interviews and document analysis were adopted for data generation. A total of 10 teachers were selected through purposive sampling. Thematic analysis was utilised to analyse the data generated. A humanistic theoretical framework was used to explore teachers' experiences in managing learners' discipline. The study revealed teachers' understanding of learners’ discipline to involve implementation of school rules and establishing positive behaviour. It was evident that learner discipline is facilitated by learner factors, teacher factors, peer pressure, family factors, societal factors, gender factors, and school factors. Teachers experienced bullying, disrespect, violence, and learners brining prohibited objects. To address learners’ disciplinary challenges, the research recommended stakeholders involvement, clarification of school regulations, developing a positive attitude, and initiate comprehensive disciplinary planning procedures coupled with use of professionally trained individuals. The study proposed that disciplinary processes for learners should increase their participation in the formulation of school discipline guidelines. It further recommends that teachers provide explicit guidance to learners on school and classroom rules and regulations. The study suggested that parents should be involved in learners’ education. Fri, 07 Nov 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32465 2025-11-07T00:00:00Z https://ir.unisa.ac.za/handle/10500/32464 Educator attrition in primary schools in Cape Town, South Africa : former primary school educator perceptions Hayward, Cindy Sonia Educator attrition is a growing concern in South Africa, with significant implications for the quality of teaching and learning. Understanding why educators leave the profession is critical for developing effective retention strategies. This research aimed to gain a deeper insight into the personal and professional experiences that influenced former primary school educators in Cape Town, South Africa, to leave the profession before retirement age, viewed through the lens of Fisher and Royster’s Teachers’ Hierarchy of Needs. The study investigated the interplay between educators' needs being met and their motivations to leave the profession. The study adopted a qualitative research design within an interpretivist paradigm, focusing on understanding participants lived experiences and the meanings they attach to them. Data were collected through semi-structured interviews with 12 former educators, selected using purposive sampling based on defined criteria. Interviews were conducted either in person or online. Thematic analysis was employed to identify key themes, revealing several factors that influenced the decision to leave the profession, including a lack of support, overwhelming workloads, emotional exhaustion, systemic challenges within the education system, and limited opportunities for personal and professional growth. This study highlighted the urgent need for retention strategies that address the holistic well-being of educators. By understanding the lived experiences of those who have left the profession, the findings offer valuable insights for policymakers, school leaders, and educator training institutions. Sat, 03 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32464 2026-01-03T00:00:00Z https://ir.unisa.ac.za/handle/10500/32416 Investigating teachers’ awareness of socio-economic, behavioural and literacy barriers to learning in primary schools in Elim Circuit, Limpopo Province. Kutama, Tshimangadzo Beauty Education plays a very important role in shaping people’s lives. In South Africa, it is seen as a way to fight poverty, build strong communities, and support social development. However, there are many barriers to learning that prevent learners from reaching their full academic potential, especially at primary school level. This study sought to investigate teachers’ awareness of socio-economic, behavioural, and literacy barriers to learning in Elim Circuit, Limpopo Province. The study employed a quantitative approach and a cross-sectional survey design. Structured questionnaires, with close-ended questions, were distributed to 126 teachers across 14 schools in Elim circuit. Data were collected anonymously over one week and analysed using the Statistical Package for Social Sciences (SPSS). The findings showed poverty, food insecurity, poor infrastructure, absenteeism, lack of discipline, and limited parental involvement as major barriers to learning. Other concerns included mental health issues, drug use, cyberbullying, and gang related activities. The study concludes that there is an urgent need for better literacy programs, emotional support, and stronger parental involvement. Although teachers use creative strategies to help learners, more systemic support is needed. The study recommends targeted services and collaboration among schools, families, and communities to address these challenges and improve learning outcomes for primary school learners. Mon, 01 Sep 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32416 2025-09-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32339 Relating teachers’ pedagogical content knowledge to their formative assessment practices to promote learning in the topic of chemical equilibrium Mokgabudi, Itumeleng Francinah It is commonly understood that teachers who are successful in their practice possess a knowledge base called pedagogical content knowledge (PCK). PCK refers to the ability to transform content into teachable forms and is associated with teacher effectiveness. This study follows a qualitative research approach, acknowledging that context-rich data are essential to explore the interplay between PCK and formative assessment practices. The ability to assess whether learning is or has taken place is just as important in teaching. Research indicates that formative assessment significantly influences teaching methods and consequently, student learning outcomes. The purpose of this study is to examine how teachers’ PCK relates to their formative assessment practices in the topic of chemical equilibrium. Two physical sciences teachers were invited to participate in the current study. Data reflecting the selected teachers’ PCK was collected using a customised Content Representation (CoRe) tool aligned with the three Grand rubric components of PCK. The CoRe responses and follow-up interviews reflected teachers’ static PCK in terms of curricular saliency, learners’ conceptual understanding and conceptual teaching strategies including representations. Classroom observations revealed the dynamic nature of teachers' enacted PCK, as well as their informal formative assessment practices, particularly through oral questioning, structured by the Elicit, Student response, Recognise, Use (ESRU) model. The Grand rubric provided the conceptual framework for analysing PCK, replacing previous topic-specific models. By examining how PCK components guide in-the-moment eliciting, recognising, and using student thinking, this study heightened the understanding of how PCK drives effective formative assessment in a challenging chemistry topic. The results demonstrated that strong PCK enables teachers to use formative assessment strategically to build on prior knowledge, address misconceptions and support conceptual understanding. The study suggests that teacher institutions should prioritise developing PCK for formative assessment enabling teachers to respond in real time to student thinking and continuously support learning. Wed, 25 Jun 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32339 2025-06-25T00:00:00Z