Journal of Educational Studies

Determining the capacity of school-based instructional leaders (principal, deputy principal and HOD) in leading foundation phase literacy instruction in Limpopo, South Africa constituted the focus of this investigation. A qualitative research approach was employed to achieve the set aim. Semi-structured interviews were conducted with two literacy teachers, two heads of departments and two principals in each of the two selected districts of Limpopo (Mopani and Vhembe). Data were analysed qualitatively, subsequently, units, categories and themes were identified. The findings revealed that school-based instructional leaders lack the literacy knowledge, skills and capacity required to guide and support literacy teachers in their classroom instruction. This is, in part, because of weaknesses in the recruitment and appointment procedures of educators in senior positions. The paper concludes by recommending that unless continuous in-service training is provided to equip school-based instructional leaders with the specific requisite skills and capacity to function as effective literacy instructional leaders, the reading ability of South African learners will forever remain a challenge.

This study investigated the role of school community partnership in promoting inclusive and quality education. The study was conducted at two primary schools in the Mankweng Circuit in Limpopo Province. Schools in Mankweng operate without guidelines regarding how to collaborate with the community to promote issues of inclusivity and quality education. The study followed a qualitative approach with a case study research design. The study population consisted of 38 participants made up of school governing body members, community leaders and school management teams. Purposive sampling was used to select three participants from each of the two schools, making a total sample size of six. Data was collected through individual interviews. A thematic approach was employed to analyse the data, by way of identifying themes emerging from the interviews. The results of the study reveal that the school management team did not involve the community because it was assumed that the community lacked knowledge on issues of education. The school management teams found it difficult to work with some community members due to their level of education. The study recommends that training should be made available to educate the community about school-community partnership to promote inclusive and quality education.

Group work is increasingly used to teach and manage large classes in higher education institutions and to prepare students for entering the world of work, where potential employers seek teamwork skills as well as professional competency. This paper reports on an exploratory study of students’ views (n = 140) of a complex group work task in Life Sciences at year level four at a South African residential university. Students were asked for their experiences of the group work processes; the skills they had developed; and suggestions for improvement. Descriptive statistics and qualitative responses show that overall the students favoured the group work approach and felt that they had developed social and cognitive skills. Future group work exercises focusing on complex tasks would require more detailed guidance for students on the teamwork processes required to meet the demands of the assignment. The study concludes that undergraduate student group work involving complex tasks can be valuable from both social and cognitive perspectives but that processes need to be monitored and reviewed for maximum outcomes.