https://ir.unisa.ac.za/handle/10500/6441 Sat, 19 Sep 2026 00:56:33 GMT 2026-09-19T00:56:33Z https://ir.unisa.ac.za/handle/10500/32955 A description of experiences of the influence of teacher-learner relationship on the psychological well-being of grade seven learners in Urban Bulawayo, Zimbabwe Hove, Eiphanos The research study explored the influence of teacher-learner relationships on the psychological well-being of Grade seven learners in urban Bulawayo. The literature review conducted revealed that teacher-learner relationships affect learners’ psychological well-being. It emerged that the existing conditions of primary schools put high demand on both teachers and learners. Of concern was the state of classrooms regarding promotion of conducive teacher-learner relationships and the fulfilment of psychological well-being of learners. Ryff's psychological well-being and Maslow's hierarchy of needs models provided the study's theoretical framework. The study adopted an interpretive paradigm, qualitative research methods and a descriptive case study design. Purposive sampling techniques were employed in the study. Three schools were selected as case sites. Fifteen Grade seven learners and 12 teacher participants provided the research data, because they were viewed as most relevant to the research aims and objectives. Data collection tools comprised of individual semi-structured interviews, the Inclusion of the Other in the Self (IOS) scale, informal observations, and a personal research journal. Research results that were organised thematically indicated that learner psychological well-being was experienced as being supported by positive interpersonal relationships between teachers and learners. Research findings highlighted that a supportive and positive teacher-learner relationship was associated with learner adaptive behaviour, high motivation to learn, achievement of school and personal goals, and high prospects of learners experiencing high school satisfaction and self-actualisation. To the contrary, learners who encountered cold teacher-learner relationships experienced pressure to behave and perform well in class, low self-esteem and loneliness. Teachers with compromised relationships with learners served as poor role models and were subsequently sources of insecurity for learners. The study’s findings pointed to the need for the school curriculum to be adapted. This is to rope in psychological well-being studies in urban Bulawayo primary schools in line with the heritage-based curriculum philosophy. In addition, the study concluded that teachers should recognise their role in fostering positive relationships with learners to facilitate the realisation of positive learner psychological well-being in the classroom. Possible research in the future should strive to shed light on strategies that cement conditions that influence the psychological well-being of Grade seven learners in urban Bulawayo, Zimbabwe. Wed, 31 Dec 2025 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32955 2025-12-31T00:00:00Z https://ir.unisa.ac.za/handle/10500/32954 Integrating indigenous African knowledge system (IAKSA) to Africanise career education in South African schools Algra, Marlene This qualitative embedded case study explored the integration of Indigenous African Knowledge Systems (IAKS), specifically Ubuntu and African proverbs, within South Africa’s educational framework, with the objective of Africanising career education in high schools. The study involved 30 Grade 9 learners (15 from a public high school and 15 from a private high school in Gauteng Province, South Africa), as well as two Life Orientation teachers from the respective schools. The study explored the persistent prevalence of a Western-centric curriculum, which has remained predominantly unchanged since the establishment of democracy in 1994, thereby marginalising cultural diversity in a country facing a youth unemployment rate of 58.5%. This oversight intensifies difficulties in identity formation during Erikson’s fifth developmental stage, which are further aggravated by the emergence of automation and the demands of the Fifth Industrial Revolution. The research employed a combination of interpretivist and Indigenous methodologies, unfolding in two phases: first, five-week workshops incorporating reflective talking circles based on Ubuntu principles and African proverbs to indigenise the concepts of career adaptability (concern, control, curiosity, and confidence); second, semi-structured interviews with teachers to evaluate the effectiveness of career education within the Curriculum and Assessment Policy Statement (CAPS). The findings highlighted the transformative potential of IAKS in enhancing career preparedness by incorporating cultural relevance, fostering independent learning, and strengthening adolescent identity amid technological disruption. Learners from public schools expressed significant socio-economic concerns, in contrast to their private-school peers, reflecting persistent disparities in access to resources. Teachers expressed dissatisfaction with inadequate professional development and institutional barriers. The study recommends a synergistic Afrocentric-Eurocentric curricular framework to empower learners, integrating Indigenous African Knowledge Systems (IAKS) into the Life Orientation syllabus (particularly the World of Work section), improving teacher training in Africanised pedagogies, and enacting legislative changes to promote an inclusive educational environment. The study advocates for longitudinal research to assess the long-term feasibility of fair career education in various educational settings, thereby promoting sustainable youth empowerment aligned with South Africa’s socio-historical needs. Fri, 30 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32954 2026-01-30T00:00:00Z https://ir.unisa.ac.za/handle/10500/32742 The experiences of mainstream intermediate phase educators in implementing inclusive education practices in the Western Cape Dawes, Melanie This study explored the experiences of mainstream Intermediate Phase educators in implementing Inclusive Education practices in the Western Cape, with particular focus on supporting learners with intrinsic learning barriers in mainstream classrooms and highlighting educators’ role in promoting inclusive school environments and quality education for all. A qualitative research approach, grounded in an interpretivist phenomenological design, was employed. Purposive sampling was used to select ten Intermediate Phase educators from five mainstream public primary schools in the Western Cape. Data were collected through semi-structured interviews with educators who taught learners with intrinsic learning barriers in mainstream classrooms. The interview data were transcribed and analysed using thematic analysis to identify recurring themes and patterns related to educators’ experiences of Inclusive Education implementation. The findings indicate a conscious shift within mainstream public schools in the Western Cape towards Inclusive Education, with educators independently implementing strategies to accommodate diverse learning needs. However, many participants reported feeling underprepared and uncertain when supporting learners with intrinsic learning barriers, citing limited training, overcrowded classrooms, insufficient resources, and inadequate support structures as key challenges. The study highlights the need for greater systemic commitment to ongoing professional development, practical training, mentorship, and stronger collaboration among educators, parents, support staff, and the Department of Basic Education to support effective Inclusive Education implementation. Thu, 19 Feb 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/32742 2026-02-19T00:00:00Z 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