A central concern of education internationally and in South Africa is to develop children‟s literacy skill. However, a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue ...

The South African schooling system is faced with a number of crisis situations. Of these is the high under resourcing in rural public schools. Macfarlane (2005:5) deduces that despite rapid recent urbanization, half of ...

The main focus of the study was on the working practices and relationships of the principals and school management teams (SMTs). The emerging demand placed on principals to act as organizational change agents prompted the ...

The main objective of the study was to establish the extent to which secondary school heads in Hurungwe Education District in Zimbabwe were performing their duties as instructional leaders. The study was triggered by the ...

The aim of the study was to investigate the orphaned learners’ experiences with regard to psychosocial support provided at school and home in the Endola circuit- Namibia. The sample consisted of six orphaned learners ...

The purpose of this study— was to investigate the effects of mathematics anxiety and attitudes on "O"-Ievel students’ mathematics achievement, and to tap the "O" Ievel mathematics teachers‘ and students’ views and suggestions ...

The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed ...

School principals are expected to play a pivotal role in enhancing quality teaching and learning in their schools. As leaders of organisations called schools, where teaching and learning take place, they need to possess ...

The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their ...

Experiences of initial responses to classroom drama, supported by literature, reveal that educators generally acknowledge its educational value and multifarious benefits. However, this acknowledgement does not automatically ...