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Item Embargo The impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa(2026-05-19) Tshivhase, Vhuhwavho; Runhare, T.; Tshisikhawe, M. P.The main purpose of this study was to investigate how bullying impacted learners’ well-being and learning outcomes, using a qualitative case study design conducted in two public schools in Vhembe East Education District of Limpopo Province, South Africa. The Authoritative School Climate Theory (ASCT) underpinned the theoretical framework, as it proposed that the school climate represented the overall school experience in learning. The study adopted a qualitative research approach to explore the lived experiences, perceptions, and understanding of bullying among selected participants. The total study sample consisted of 15 learners (8 males and 7 females) from Grades 8 to 12, and 5 teachers (3 females and 2 males) teaching these grades, with teaching experience ranging from 9 to 18 years. Fifteen (15) learners and 5 teachers were purposively selected from Schools A and B, based on their previous experiences, availability and willingness to participate in the study. Data were collected through face-to-face, semi-structured interviews and focus group discussions. The interview questions explored how bullying affected learners’ emotional well-being, academic engagement, and overall school experience. Learners who had not been formally identified as bullied were selected to reflect general perspectives on bullying in the school environment. The qualitative data were transcribed and analysed using thematic analysis. This involved coding the data, identifying patterns, and generating themes that emerged from participants' responses. Themes were presented using direct quotations and narrative insights from learners and educators. The main findings provided a rich, in-depth understanding of how bullying shaped learners’ feelings of safety, inclusion, and academic performance within the school setting, which included fear of reporting incidents, feelings of exclusion from peers, and decreased engagement in class activities. Learners often felt helpless and unsupported when staff responses were limited or ineffective. Addressing bullying through prompt action, consistent support, and safe reporting systems is essential for creating an environment where all learners feel protected and able to succeed academically and socially.Item Embargo The Impact of bullying on learners well-being and learning outcomes: A case study of Public Schools in Vhembe East Education District of Limpopo Province, South Africa(2026-05-19) Tshivhandekano, Thembuluwo RalphThe main purpose of this study was to investigate how bullying impacted learners’ well-being and learning outcomes, using a qualitative case study design conducted in two public schools in Vhembe East Education District of Limpopo Province, South Africa. The Authoritative School Climate Theory (ASCT) underpinned the theoretical framework, as it proposed that the school climate represented the overall school experience in learning. The study adopted a qualitative research approach to explore the lived experiences, perceptions, and understanding of bullying among selected participants. The total study sample consisted of 15 learners (8 males and 7 females) from Grades 8 to 12, and 5 teachers (3 females and 2 males) teaching these grades, with teaching experience ranging from 9 to 18 years. Fifteen (15) learners and 5 teachers were purposively selected from Schools A and B, based on their previous experiences, availability and willingness to participate in the study. Data were collected through face-to-face, semi-structured interviews and focus group discussions. The interview questions explored how bullying affected learners’ emotional well-being, academic engagement, and overall school experience. Learners who had not been formally identified as bullied were selected to reflect general perspectives on bullying in the school environment. The qualitative data were transcribed and analysed using thematic analysis. This involved coding the data, identifying patterns, and generating themes that emerged from participants' responses. Themes were presented using direct quotations and narrative insights from learners and educators. The main findings provided a rich, in-depth understanding of how bullying shaped learners’ feelings of safety, inclusion, and academic performance within the school setting, which included fear of reporting incidents, feelings of exclusion from peers, and decreased engagement in class activities. Learners often felt helpless and unsupported when staff responses were limited or ineffective. Addressing bullying through prompt action, consistent support, and safe reporting systems is essential for creating an environment where all learners feel protected and able to succeed academically and socially.Item Embargo The Impact of Counselling Services on the Academic Performance of Abused Learners at Two Secondary Schools in Vhembe District, Limpopo Province, South Africa(2026-05-19) Van der Walt, Marike-ChristaThis research aimed to investigate the impact of counselling services on the academic performance of abused secondary school learners at two schools in Vhembe District, Limpopo Province, South Africa. The study operated under the premise that school counsellors played a vital role in improving learners' academic performance. The study adopted a pragmatic, anti-positivist, and positivist research paradigm and drew on Bronfenbrenner's (1979) Ecological Systems Theory to understand how environmental systems such as family, school, and community shape learner development and behaviour. A mixed-methods research design was employed, incorporating both quantitative and qualitative approaches. For the quantitative component, academic records of 10 purposively sampled learners who were previously abused were analysed. These records were compared to evaluate academic performance before and after counselling. Data analysis involved the use of descriptive statistics, including tables and graphs, to assess the academic performance of learners who were counselled after experiencing abuse. In addition, qualitative data were collected through face-to-face, semi-structured interviews with 6 educators who acted as counsellors on the impact of child abuse on academic performance. Findings of the study revealed that most abused learners were fearful, unconfident to open up and withdrawn, and that perpetrators of child abuse were close to the learners, even parents. The study also revealed the need for schools to have trained counsellors. It was, however, unclear that learners improved academically after counselling since the study was conducted in a short space of time. Based on these findings, recommendations were made to stakeholders, including the Department of Education, school governing bodies, and school management teams.Item Embargo Exploring Strategies for Effective Integration of Technology in the Sibasa Circuit of Vhembe East District(2026-05-19) Chauke, Xinavona Lawrence; Tshikota, S. L.; Mudau, H. C.This study aimed to investigate strategies for the effective integration of technology into teaching and learning, focusing on enhancing the Sibasa Circuit of Vhembe District's subjective experiences of teaching and learning and on embracing future academic achievement. The study used a qualitative research method and adopted a case study design. Purposive sampling was used to select six educators, six principals, and six parents from six secondary schools within the circuit. The rationale for purposive sampling was that it enabled the researcher to select participants based on their experience and knowledge of technology integration and management. The selected schools were within the Vhembe District's Sibasa Circuit. Data collection methods included interviews with educators, principals, and parents. The collected data were analysed using thematic analysis, yielding results based on patterns and themes. The findings of this study provided strategies that are effective in integrating technology into education, and from them, new practices for educators to adopt arise, increased learner engagement, and higher academic achievement. The study recommends the development of structured and standardised technology integration plans, equitable distribution of digital resources, improved infrastructure, and continuous, practice-based professional development. It further emphasises the adoption of blended, learner-centred approaches, strengthened support systems such as mentoring and collaboration, and the implementation of monitoring mechanisms to evaluate the impact of technology on teaching and learning.Item Embargo The Impact of External Motivation on Learners’ Academic Performance in Selected Schools of the Luvuvhu Circuit, Vhembe District, Limpopo Province(2026-04-19) Ndou, Gundo; Tshisikhawe, M. P.; Mulaudzi, I. C.The study examined the impact of external incentives on the academic performance of learners in selected schools in the Luvuvhu Circuit of the Vhembe East District. The study filled an important void in the literature by treating the external motivational sources that impacted learner engagement and achievement within this environment. A qualitative research design of an explorative nature was used for this study, which was guided by the interpretivist paradigm. The sample was selected purposively to contribute valid and detailed information on external motivation and academic progress. The experiences, perceptions and beliefs of the learners and the teachers were elicited through in-depth interviews and focus group discussions in the sampled schools, and they were the sources of data. Thematic analysis was utilised to look into the intertwining influences of external motivational influences and academic achievement. The findings from the study add to the literature on the impact of external motivating factors on learners' motivation and achievement in this context. Furthermore, findings provided insights for targeted interventions and policy recommendations in the effort to enhance educational performance, decrease dropout rate, and achieve equity in learning opportunities in the Luvuvhu Circuit and similar educational settings.Item Embargo The Role of Instructional Support in Teaching and Learning of English First Additional Language in the Intermediate Phase in Selected Soutpansberg North Circuit, Vhembe District(2026-05-19) Netshishivhe, Mukhethwa Beryl; Mulaudzi, L. M. P.; Nndwamato, N. M.Despite the central role of English First Additional Language (EFAL) in learners’ academic development, instructional support for EFAL teaching in rural school contexts remains insufficiently examined and inadequately theorised. Against this background, this study investigated the role of instructional support in the teaching and learning of EFAL at the Intermediate Phase in the Soutpansberg North Circuit, Vhembe District. Guided by a constructivist-interpretivist theoretical lens, the study sought to address a gap in existing scholarship concerning how instructional support structures mediate teachers’ pedagogical practices and professional learning in resource-constrained EFAL classrooms. A qualitative research approach was employed, with data collected through semi-structured interviews with purposively selected participants: ten school principals, ten departmental heads, and one curriculum advisor (n = 21). The data were analysed thematically to interpret participants’ lived experiences and to identify patterns related to instructional leadership, professional development, and classroom-based support. The findings reveal systemic inadequacies in the quality, coherence, and sustainability of professional development initiatives for EFAL teachers, which constrain pedagogical capacity and limit opportunities for improving learners’ language proficiency and academic performance. The study contributes to an enhanced understanding of instructional support as a context-sensitive, relational, and pedagogical process, and offers analytically grounded insights to inform leadership practices and policy interventions aimed at strengthening EFAL teaching and learning in rural schooling contexts.Item Open Access Teachers’ Perceptions of Learners’ use of Smartphones and Tablets for Learning in Vhuronga 2 Circuit(2026-05-19) Ramatsitsi, Phulusi; Sinthumule, D. A.Smartphones and tablets are gradually becoming crucial learning tools to enhance teaching and learning. Their usage ensures flexibility in course delivery, allowing learners to access online learning platforms, course resources, and interact digitally. Research into teachers’ perceptions of the usage of smartphones and tablets in learning is still in its infancy in South Africa, and this paper attempted to fill in this gap by examining teachers’ perceptions towards the use of these devices for the purposes of learning. This study used grounded theory’s Technology Acceptance Model. The target population for this study comprised Vhembe West District, Vhuronga 2 Circuit teachers, principals and learners. This was a qualitative study that involved three principals, three teachers, and three learners, who shared their opinions on learners’ use of smartphones and tablets in learning. The research data collected from the participants were thematically analysed. The study revealed positive attitudes among teachers, highlighting their recognition of the potential benefits, such as increased learner engagement and access to educational resources. It provided insights into how teachers integrate these devices into their teaching practices, uncovering innovative strategies and instructional approaches. Additionally, the research identified barriers and challenges that hinder successful integration, informing strategies to address them and identifying teachers' professional development needs. The findings can have policy implications, guiding the development of guidelines or policies regarding device management and internet safety.Item Open Access Psycho-social difficulties experienced by first-entering students with their academic progress at higher education institutions: case study of a rural-based university(2026-05-19) Raphalalani, Avhasei Messie; Matshidze, P. E.; Mulovhedzi, S. A.Psycho-social difficulties may significantly influence the day-to-day learning experiences and academic performance of first-year students in higher education institutions. It is widely acknowledged that the transition from secondary to tertiary education presents numerous challenges, particularly for young students entering a university for the first time. The absence of structured guidance and support during this transition often results in students grappling with emotional stress, social isolation, and adaptation difficulties. Using a qualitative case study approach, this study aimed to explore the psycho-social difficulties experienced by first-year students and how these can affect their academic progress. These challenges are particularly pronounced in rural universities, where students often come from disadvantaged backgrounds and have limited exposure to diverse academic and social environments. A qualitative research methodology was adopted to gain in-depth insights into students’ lived experiences. Data were collected through individual interviews and focus-group discussions, enabling the researcher to capture personal narratives and group dynamics that reflect the shared struggles and coping mechanisms of these students. The study population consisted of ten purposively-selected first-year Bachelor of Education students enrolled in the Foundation Phase, Senior Phase, and Further Education and Training (FET) programmes. Purposive sampling ensured that participants had relevant and rich experiences related to the research focus. The findings reveal that many of these students experience various psycho-social challenges, including anxiety, homesickness, social alienation, and cultural adjustment difficulties. These issues collectively hinder their academic engagement, concentration, and overall performance. Based on the data collected and analysed, the study makes several recommendations aimed at improving institutional support systems, such as the integration of mental health services, the implementation of inclusive teaching strategies, and the promotion of social integration initiatives. Addressing these psycho-social difficulties is critical to enhancing student retention, academic success, and overall well-being, within rural higher education contexts.Item Embargo The influence of child-headed family setting on school achievement at the further education training level in Vhuronga 1 Circuit(2026-05-19) Maedza, Mukovhe; Nndwamato, N. M.; Runhare, T.This study investigated the influence of child-headed family settings on school achievement at the Further Education and Training (FET) level in Vhuronga 1 Circuit, Vhembe East, Limpopo, South Africa. The issue examined in this research is the academic performance among learners from child-headed households (CHHs), who often face unique psychosocial and economic challenges that may affect their educational outcomes. Despite various policies aimed at supporting vulnerable learners, children in these family structures continue to experience significant obstacles to academic success. Although with some quantifiable data from learners’ academic results, a largely qualitative research approach was employed to explore the ways in which child-headed family dynamics may influence CHH learners' school achievement. Purposive sampling was employed to select 15 participants from 3 schools from Vhuronga 1 Circuit, which included 10 learners from CHHs, and 5 educators who teach CHHs learners, to explore a range of perspectives on the challenges these learners face. Data were collected through academic records of CHHs learners and semi-structured interviews, which were analysed using thematic analysis to identify recurring patterns and themes related to the educational experiences of the 10 sampled CHHs learners. This study found that learners from CHHs experience academic challenges due to household responsibilities, lack of parental support, fatigue, and irregular school attendance. These factors negatively affect concentration, participation, and academic performance. Although teachers and peers provide some support, limited school resources and the absence of targeted interventions constrain learner progress. Despite these challenges, learners demonstrate strong motivation and aspirations for a better future. The study recommends targeted academic and psychosocial support, including mentorship programmes, remedial classes, and differentiated teaching strategies. Strengthened collaboration between schools, communities, and support agencies is essential to improve attendance, participation, and educational outcomes for learners from child-headed householdItem Embargo Principals’ Curriculum Management Role for Promoting Quality Teaching and Learning in Mopani West District of the Limpopo Province, South Africa(2026-05-19) Malatji, Maruping; Litshani, N. F.; Bessong, A. R. O.The study focused on Grade 12 learners’ underperformance in Mopani West District of Limpopo Province, South Africa. This case study aimed to explore school principals’ curriculum management roles that can impact the performance of Grade 12 learners in Mopani West District secondary schools. The study was premised on the constructivism paradigm and was underpinned by Hersey and Blanchard's Situational Leadership and Likert’s (1961) Participative Management Theories. A qualitative research methodology was employed. The population of the study comprised of principals from 11 secondary schools of Thabina Circuit in Mopani West District. A purposive sampling procedure was utilised to select a sample of 6 school principals of Thabina Circuit in Mopani West District. In-depth data was collected using semi-structured individual interviews with six sampled principals. Document analysis and an on-site observation checklist were also used to collect data. The findings included: principals play a pivotal curriculum management role of monitoring teaching and learning, functional management of planning, organising, leading or directing and controlling as well as instructional leadership. The most challenging issues for curriculum management are workload, high work-related pressure, shortage of resources, lack of facilities and lack of parental support. The study recommends among others, that effective strategies for resolving curriculum management challenges entail delegation of responsibility, data-driven strategy, collegial decision making, collaboration, partnership, curriculum coverage and parental involvement. Principals should play their respective crucial curriculum management roles for promoting quality teaching and learning by eradicating all types of Grade 12 learners’ underperformance in schools. Principals should also consistently attend teacher development programmes to improve their knowledge and skills about curriculum management for promoting quality teaching and learning. Moreover, principals should adopt curriculum management and implementation strategies such as curriculum monitoring, evaluation, and assessment in order to improve and sustain the quality of teaching. and learning. The DBE should develop policies for efficient curriculum management while appointing education specialists to workshop principals on the new models of curriculum management and implementation. A Combinational Curriculum Management Model (CCMM) is suggested to principals for effective curriculum management.Item Embargo Challenges faced by educators in the implementation of inclusive education in selected secondary schools of Vhembe East District(2026-05-19) Khomunala, Nnyambeni Violet; Tshisikhawe, M. P.This study investigated the challenges educators face in implementing inclusive education in selected secondary schools in the Vhembe East District. Set against both global and local human rights movements advocating for equitable education, inclusive education has become a key priority in preparing learners to participate meaningfully in an increasingly interconnected and fast-changing global economy. However, in rural South African contexts such as Vhembe East, these global expectations intersect with deeply rooted local challenges, including limited resources, inadequate infrastructure, and insufficient teacher training. South African educators are required to implement a new curriculum, embrace learner diversity, and advance inclusive education practices, often with little or no formal training, support, or practical knowledge. These constraints are particularly pronounced in rural areas, where systemic inequalities further hinder effective implementation. An interpretive research paradigm was adopted to understand the contextual realities of the participants. The study employed a qualitative approach, using a case study design to address the research questions. Two principals and fourteen educators were purposefully selected from two secondary schools in the Vhembe East District. The selection of schools was based on criteria such as the availability of inclusive resources, trained educators, accessible infrastructure, learner diversity, supportive leadership, and evidence of inclusive policy implementation. This ensured a comprehensive understanding of how inclusive education is practiced across different school contexts. Data were collected through open-ended, face-to-face individual and focus group interviews, and analysed using thematic analysis. The findings revealed that many educators have limited access to ongoing professional development in inclusive education, which negatively impacts their confidence, specialised knowledge, and practical skills. Furthermore, inadequate and inaccessible school infrastructure, such as the absence of ramps, adapted toilets, and appropriate classroom spaces, emerged as a significant barrier. The study concludes that while inclusive education is a global and national priority, its successful implementation in rural South African schools requires targeted interventions. These include improved resource allocation, continuous teacher training, and stronger institutional support systems. The findings contribute to policy development and offer practical recommendations to enhance inclusive education in similar contexts.Item Embargo Managing diversity as an aspect of promoting inclusitivity in classroom: focus on learner's abilities(2026-05-19) Khosa, Tintswalo Charlotte; Litshani, N. F.; Bessong, AROThe main aim of the study was to explore strategies to manage diversity, promote inclusivity, and improve access to learning and teaching for learners with diverse learning abilities. In today's increasingly diverse educational environments, schools face the challenge of creating inclusive spaces that cater to learners from various cultural, linguistic, and socioeconomic backgrounds, as well as those with different cognitive and learning abilities. This study identified and evaluated effective strategies for managing diversity and promoting inclusion in schools, particularly focusing on children's varying learning abilities. Employing a qualitative research design, the study explored the lived experiences of 8 educators, 5 principals, and 2 coordinators through in-depth interviews, focus groups, and classroom observations to gain a deeper understanding of the effectiveness of inclusion strategies in diverse school settings. Grounded in Vygotsky's Social Constructivist Intelligence, the study emphasises the importance of social interaction within the classroom. Conducted within a constructivist paradigm, the study sought to understand the complexities of inclusivity from the perspectives of those directly involved in the educational process. The qualitative data was analysed thematically to identify key patterns and insights related to the challenges and successes of implementing inclusivity practices. The anticipated findings provided detailed accounts that informed recommendations for enhancing the capacity of schools and educators to create more inclusive learning environments. These recommendations emphasise the need for ongoing professional development, the adaptation of teaching practices, and policy support to foster effective and meaningful inclusion in education.Item Open Access The influence of learners socioeconomic habitat on academic performance: a case of selected primary schools in Vhembe East District, Limpopo Province, South Africa(2026-05-19) Tshisikhawe, Tshifaro Plantina; Runhare, T.; Tshiovhe, T. E.The socioeconomic habitat of learners play a pivotal role in shaping their academic performance, especially in the early educational stages. The study's aim was to explore the influence of learners’ socioeconomic habitat on academic performance The research focused on key socioeconomic factors, such as household income, parental education levels, employment status, access to educational resources, and living conditions. The ecological systems theory underpinned the study, employing the interpretivist paradigm with an ethnographic research design. Purposive sampling was used to select participants from two primary schools, and the sample comprised 58 participants (2 principals, 2 departmental heads (DHs), 2 register teachers, 2 subject teachers, 40 learners, and 10 parents). Data was collected through face to face and focus group interviews and observations, and the collected data was analysed thematically, through coding. The main findings revealed that learners from low SES backgrounds faced multiple, interrelated challenges that negatively affect their academic engagement and performance. Learners from low SES lacked adequate parental academic and learning material support due to low educational and financial constraints, limiting access to essential learning resources. The study further revealed that educated parents provided academic support and recognised that education is a shared responsibility involving parents, learners, and teachers, and that collaboration among these three stakeholders is essential for effective learning. The findings also revealed a lack of essential facilities, such as adequate classrooms, libraries, halls, laboratories, and playgrounds, limiting both academic and extra-curricular development at the study sites. However, findings revealed that Saturday classes, after-school care or drop-centres could help learners from low SES to improve academically. The study recommends that events like parents’ day, fun days, casual days, sports days and career days should be introduced for learners to enjoy being at school. During these events, learners from low SES can socialise and play together with others to build their self-esteem and learn more effectively. Based on the main findings, the study further recommends that the government and school authorities should develop policies that foster parental involvement in their children’s education, and provide adequate infrastructure, such as classrooms, libraries, playgrounds, and technological equipment for schools, so that learners from low-income backgrounds can also academically benefit from the rich school environment.Item Embargo Departmental Heads’ Perceived Self-Efficacy on their Management and Leadership Roles in Public Primary Schools in Mopani East District, in Limpopo Province(2025-09-05) Makhuvele, Sevha Thomas; Sinthumule, D. A.; Litshani, N. F.The management and leadership roles in schools are no longer the principal's obligation alone. The School Management Team (SMT), which comprises the school principal, deputy principals, and departmental heads (DHs), is vested with the responsibility of ensuring that a conducive atmosphere for the provision of quality education prevails in schools. DHs are critical in contributing to effective curriculum management and leadership in schools. Therefore, this study explored how the Departmental Heads’ self-efficacy impacts public primary school management and leadership roles. A multi-case study design to explore real-life experiences through detailed, in-depth data collection involving multiple sources of information was adopted. Through the purposive sampling strategy, the researcher selected eight (8) Departmental Heads (DHs) and eight (8) principals from selected primary schools, and two (2) Circuit Managers and two (2) Curriculum Advisors attached to Giyani Cluster and Mopani East District respectively. Credible data for the study was collected through individual semi-structured interviews, observations and document analysis. Data collection process was preceded by a pilot study conducted to eliminate flaws and ambiguities in the application of the chosen data collection instruments. To achieve the authenticity and trustworthiness of the research, the researcher ensured that the research met the credibility, dependability, authenticity and confirmability criteria. Data was analysed using the content analysis approach to present a topical, comprehensive and scientific product. The study revealed that DHs play a very critical role in curriculum management and leadership since they lead, manage and develop standards of excellence in the delivery of the curriculum. It was also revealed that most DHs have low levels of self-efficacy because of personal and contextual challenges that confront them. The study recommended that DHs be provided with adequate training opportunities and resources and monitored and supported in a well-coordinated manner.Item Embargo The Impact of Career Guidance on Career Choices of Grade 12 Learners: A Case Study of Vhuronga 1 Circuit,(2025-09-05) Murovhi, Masala; Tshisikhawe, M. P.; Sikhwari, M.This lack of structured career guidance also contributes to academic challenges for first-generation students in higher education. Poor performance in their first year may result in them switching courses or, in some cases, dropping out entirely. The study explored how career guidance affects the career choices of Grade 12 learners in Vhuronga 1 Circuit. It focused on seven secondary schools in Vhuronga 1 Circuit in Limpopo Province, South Africa. The study draws from the Theory of Career choice which suggests that individuals’ abilities can be measured and matched with suitable careers. The study followed the positivist paradigm, which assumes that reality is objective and can be identified and measured. A descriptive research design was used, with a quantitative approach. Data was collected through questionnaires from teachers, Grade 12 learners, and school principals in Vhuronga 1 Circuit. The study used non-probability sampling, specifically purposive sampling, to select 151 respondents based on the researchers’ judgment and their availability. Data was analysed using the Statistical Package for the Social Sciences (SPSS) version 25.0. The study found that while most schools offer career guidance, 60.3% of learners receive it only once per term, limiting its impact. Teachers' confidence and training levels varied, with 34.78% rating their confidence as average. Only 40.43% of teachers viewed the programmes as effective, highlighting the need for improved structure and support. The results provide insights into the current state of career guidance and its impact on learners’ career decisions. While career guidance programmes exist, they are often inconsistent and lack sufficient resources, making them less effective. The study emphasises the need for comprehensive and consistent career guidance programmes that are accessible to all learners, regardless of their socio-economic background. The study recommends enhancing career guidance in secondary schools by improving teacher training, establishing regular programme assessments, allocating sufficient resources, involving the community, and strengthening policy implementation to ensure consistent and effective support for learners’ career development.Item Embargo Assessing challenges faced by teachers in promoting inclusive educatiin to learners living with autism spectrum disorder, a case study of Vhembe East District(2025-09-05) Mutshinyalo, Azwianewi Arnold; Tshisikhawe, M. P.; Thenga, N. E.Inclusive education aims to provide equal educational opportunities for all learners, including those living with Autism Spectrum Disorder. However, teachers often encounter significant challenges in implementing inclusive strategies that cater to the diverse needs of learners with ASD. This qualitative study explores teachers' barriers and challenges in promoting inclusive education for learners with ASD, focusing on their experiences, perceptions, and support systems. Promoting inclusive education for learners with ASD poses significant challenges, such as inadequate training, limited resources, lack of institutional support, and difficulties in classroom management. This study aims to assess challenges faced by teachers in promoting inclusive education to learners living with Autism Spectrum Disorder. The Social Learning Theory underpins the study, which emphasizes the role of observation, imitation, and modelling in learning. This theoretical framework informed the use of the Interpretivism paradigm, where qualitative methods such as interviews and observations were used to understand social phenomena as they prioritise the subjective experiences and meanings attributed by individuals. A nonprobability purposive sampling method was used to purposefully choose participants. Face-to-face interviews and focus group interviews were used as data collection techniques, and interview schedules were used as instruments. Data was analysed thematically. The findings revealed the need for targeted professional development, enhanced collaboration among teachers and specialists, and policy reforms to create a more supportive learning environment. The study recommended that there should be collaboration among stakeholders tailored to support teachers implementing inclusive education where such effective interventions can improve inclusive practices for learners living with ASD.Item Embargo Lack of Educational Resources as a Barriers to Educational Resources in the Implementation of Inclusive Education in Primary Schools of Molototsi Circuit, Mopani East District in Limpopo Province(2025-09-05) Macavela, Baboneng Lucricia; Sikhwari, M. G.Inclusive education aims to provide equal learning opportunities for all learners, regardless of their abilities or disabilities. However, many primary schools in rural areas face significant barriers to implementing inclusive education effectively. This study investigates the challenges related to educational resources in the implementation of inclusive education in selected primary schools within the Molototsi Circuit, Mopani East District, Limpopo Province. The research problem stems from inadequate resources, teacher preparedness, and infrastructural limitations hindering inclusive education efforts. The study's primary objective is to explore the barriers affecting the availability and utilisation of educational resources in inclusive classrooms and to propose strategies for improving inclusive education practices. The research is grounded in Bronfenbrenner’s Ecological Systems Theory, which emphasises the interaction between various environmental factors that influence education. A qualitative research paradigm was adopted, employing a case study design to gain in-depth insights into participants’ experiences and challenges. Data were collected through semi-structured interviews, classroom observations, and document analysis. The study population consisted of School-Based Support Team (SBST) coordinators, intermediate-phase teachers, and school principals from selected schools. A purposive sampling technique was used to select nine teachers, three SBST coordinators, and three principals, ensuring a focus on individuals directly involved in implementing inclusive education. Thematic analysis was applied to identify patterns and key themes in the data. The study is delimited to primary schools in the Molototsi Circuit, allowing for an in-depth examination of rural educational challenges. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability. Ethical considerations included informed consent, confidentiality, and voluntary participation. The findings indicate that a significant shortage of educational resources, including specialised teaching materials, adapted textbooks, and assistive technologies, poses a considerable challenge to inclusive education. Schools struggle to provide an inclusive learning environment due to a lack of essential materials that accommodate learners with diverse needs. The study revealed that many teachers lack the necessary training in inclusive education, which limits their ability to support students with disabilities effectively. Other contributing factors include inadequate infrastructure, socio-economic constraints, and resistance from some community members toward inclusive education practices. The study recommends prioritising resource allocation to address these challenges, with increased funding for specialised learning materials and assistive technologies. Expanding teacher training programs is essential to equip educators with the skills needed for inclusive classrooms, emphasising continuous professional development. Community engagement initiatives should be strengthened through awareness campaigns to foster positive attitudes toward inclusive education. Furthermore, improvements in school infrastructure are necessary, with government support for accessible classrooms and facilities. Policy reforms should also be implemented to ensure clear, inclusive education guidelines and sufficient funding for their execution. Addressing these barriers holistically will contribute to a more inclusive education system that supports all learners, regardless of their abilities or socio-economic backgrounds. The findings and recommendations of this study aim to inform policymakers, educators, and stakeholders in improving inclusive education in rural primary schools.Item Embargo Management of Learners’ Dropout in High Schools in Lulekani Circuit of Mopani East District(2025-09-05) Nukeri, Millicent; Litshani, N. F.The main aim of the study was to investigate how principals, school governing bodies, and teachers identify and manage high school learners’ dropout rates in Lulekani Circuit of Mopani East District. Learners’ dropouts carry extensive implications for both an individual's personal life and the wider society, affecting economic prospects, social mobility, and overall welfare. It is essential to manage the causes of learners’ dropout and implement supportive measures for learners at risk to alleviate the disadvantages linked with learners’ dropping out. Various factors influencing learners' decisions to terminate their education were explored, with an emphasis on identifying key challenges and circumstances leading to high dropout rates in the target population. The study was framed by the interpretive paradigm underpinned by the Six Sigma Theory of Monojit Pal. This study employed a qualitative case study design. It utilised interviews and personal observation as methods of data collection. The target population comprised school principals, School Governing Body (SGB) members, and teachers. Four high schools from the Lulekani Circuit were conveniently selected to comprise a sample from which data was collected. Data were analysed thematically. This involved transcribing interviews, reviewing, identifying, and coding recurring themes within the data for each participant. The findings of this study, among others, are that learners’ dropout is a stakeholder problem. The dropout problem stems from the social ills due to peer pressure, socioeconomic factors of the family, and the inability of learners to pass grades. This study, among others, recommends that the role of the school’s stakeholders is crucial to address the problem since it manifests because of the family setting, school environment, and lack of role models in the community.Item Embargo Impact of Teachers in School Management Team to Enhance Learners Academic Performance: A Case of Dzondo Circuit, Vhembe District(2025-09-05) Netshisumbewa, Tsakaria; Mashau, T. S.; Muremela, M. G.Teachers are essential members of the School Management Team (SMT), with a significant impact on learners’ academic performance. Their experience, guidance, and support help to create a positive and conducive learning environment. However, one major issue with the existing structure is that teachers are rarely actively involved in decision-making processes that have a direct impact on learners' academic and overall development. This lack of involvement impacts the full capacity of teachers to positively influence the school's management and, eventually, the learners' performance in school. Addressing this issue and acknowledging teachers' important contributions to decision-making processes within the SMT is critical for maximising the impact on learner academic performance. This research presented a study that aimed to explore the impact of teachers in SMTs on enhancing learner academic performance. The study adhered to the interpretive paradigm and utilised a qualitative case study approach to answer the research question. The target population consisted of departmental heads, deputy principals, and principals of primary and secondary schools in the Dzondo Circuit, Vhembe District, Limpopo, South Africa. A non-probability sample was adopted in selecting 30 participants using an expert sample. Semi-structured interview schedule instruments were used to collect data. An interview template analysis style was employed, whereby categories were driven by the research questions. Data from the interviews were analysed using thematic analysis to attain answers from the collected data. Three key findings from the research: Teachers play a vital role in school improvement through their participation in SMTs; SMTs contribute to improved academic performance via strong leadership, accountability, and partnerships within the community; and learners' performance is influenced by various interconnected factors. The findings of this study sought to have important implications for teachers, heads of departments, principals, curriculum advisors, and learners in imparting meaningful knowledge to learners. The study provided suggestions on remedial actions to be undertaken by SMTs to ensure that teachers supported the vision and mission of the school.Item Embargo The Role of School Management Team in Improving the Academic Performance of Grade 12 Learner in Malamulele North-East Circuit, South Africa(2025-09-05) Yingwane, Foster; Bessong, A. R. O.; Litshani, N. F.The aim of this study was to investigate the role of School Management Teams in improving the academic performance of Grade 12 learners. Despite STMs’ roles, articulated in various policies, on learner academic performance, there are challenges facing SMTs in improving the academic performance of learners. The study employed the interpretive research paradigm, which also informed the use of the qualitative research methodology. Exploratory research design was used as a blueprint of the study. The population of the study included principals, deputy principals, departmental heads and teachers. To achieve the objectives of the study, purposive sampling method, as a non-probability sampling, was used to choose ten (10) participants, four (04) principals, two (02) deputy principals, two (02) departmental heads and two (02) teachers who were teaching Grade 12 learners. Data were collected through face-to-face interviews and thematically analysed. The findings revealed that SMTs must lead and manage teaching and learning by monitoring lessons, providing teaching and learning resources, and ensuring stakeholder collaboration. The findings also revealed challenges for SMTs’ roles, such as inadequate knowledge of roles, lack of resources, lack of stakeholder collaboration as well as teacher and learner ill-discipline. Strategies to overcome these challenges were proposed. The study recommended that the Department of Education should provide continuous professional development to SMTs and provide adequate resources to all schools. The findings would contribute to the body of knowledge on the role of SMTs in improving learners’ academic performance.