Doctoral Degrees (Education Policy Studies)

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https://scholar.sun.ac.za/handle/10019.1/501

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A study of teacher emotions in a unique online learning environment due to a pandemic lockdown.
(Stellenbosch : Stellenbosch University, 2024-03) Bishop-Swart, Shannon; Jansen, Jonathan D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: This study examines the emotional activation and affective responses of teachers during their fully virtual teaching experience in a unique online environment resulting from the lockdowns caused by the COVID-19 pandemic. Two data collection instruments were used in this mixed methods study. The first was the weekly digital diaries of three English Second Language (ESL) teachers based at a Language Centre affiliated with a South African university collected over eight weeks during the initial lockdowns. The second data collection instrument was a digital questionnaire that included quantitative and qualitative questions responded to by 25 other teachers in adult education environments in South Africa. Three different conceptual frameworks were used to test the interrelatedness of practice of teachers, achievement emotions, and personal and professional relationships during a disruption in education in which teaching and learning were fully online. First, Gibbs’ Reflective Cycle (1988) was used as a tool to analyse the digital diaries of the three ESL teachers’ according to the six stages of the reflective cycle. Second, Pekrun's (2006) control value theory was used to identify control, value, emotions, and perceived success in teachers, and to identify the degree of emotional activation of teachers across seven elements of teaching practice. Third, Hargreaves' (2001) emotional geographies highlight the effect personal and professional relationships had on teachers’ emotions during the pandemic. While the theoretical approaches differ, the use of an integrated framework that relies on reflective teacher practice may be a unique way to identify and interpret teacher emotions, specifically in preparation for future educational disruptions. The findings of this study indicated that teachers reported experiencing increased anxiety and frustration mostly related to technology and institutional expectations, but enjoyment remained the highest scoring emotion reported on six of the seven elements of teaching practice examined. Furthermore, the improvement in teacher technology skills resulted in greater pride and hope. Teachers reported a heightened sense of concern and anxiety towards their students, and an increase in frustration, anxiety, and anger directed mainly at their respective institutions, particularly due to the uncertainty they and their students faced during the pandemic. This study further addressed the gap in research on teacher emotions in higher education in South Africa, suggesting future research focuses on teacher emotions in multilingual education contexts such as those predominantly found in South Africa. Lastly, this study highlights the usefulness of both a multilayered framework and a mixed methods approach when studying a concept such as teacher emotions in general and in preparation for future educational disruptions specifically.
(How) should the language policy promote mother-tongue instruction or a straight-for-English approach in primary schooling in South Africa: what does empirical data contribute?
(Stellenbosch : Stellenbosch University, 2023-12) Mohohlwane, Nompumelelo Lungile ; Davids, Nuraan, 1970-; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: Language is a fundamental aspect of education and broader societal construction; we interact using language and learn through it. Understanding the historical development of languages in South Africa and their current status and use empowers policymakers to think strategically about language. This imperative is informed by the unequal development of languages and the effects on education in specific languages and economic opportunities. A lack of detailed attention would maintain the persistent inequalities we find in our society. This thesis contributes to the language debate through four separate chapters. After an introductory chapter that sets out the rationale and structure of the thesis, the second chapter defines language planning, its key components, and how these have been applied to Afrikaans and African languages. The analysis showed that a systematic approach was followed for Afrikaans, while a sporadic process was followed for African languages. The political, social and religious environment to enable Afrikaans compared to African languages is discussed at length. All of this was applied through the language planning lens. The conclusion was that Afrikaans enjoyed systematic language planning and continues to enjoy this support for economic and cultural reasons. If African languages are to reach this level, similar investments in policy, status and language planning are required. The third chapter considered the current language policies governing language in society. The primary focus was on basic education. However, policies governing universities and broader society were considered. The implications for the schooling and post-schooling sector were discussed in detail, including court cases. The implications for current policies and policy debates are raised. In addition, a policy implementation framework based on ambiguity and conflict was considered and applied. It is instructive in identifying challenges and areas of redirection. The fourth chapter examined the application of the Language in Education Policy and curriculum policies. It used empirical data from two independent experiments to evaluate supporting literacy in the Home Language and English as an Additional Language. The evidence showed that supporting Home Language is more strategic at a policy and sustainability level while exclusively supporting English First Additional Language has high costs for learning. The fifth chapter applied all the lessons from the thesis to the international context. South Africa’s participation between 2006 and 2016 in the Progress in Reading Literacy Study was examined. The data analysis identified similarities and differences in a range of variables, including race, socio-economic status, and language. The chapter revealed significant gains in performance, particularly amongst African languages. It concluded with a discussion on multilingualism, identifying 25% of classrooms as multilingual.
Stakeholder perceptions of Technical and Vocational Education and Training (TVET) in Namibia: a social realist perspective
(Stellenbosch : Stellenbosch University, 2023-12) Kapolo, Beatha Ndinelao ; Jansen, Jonathan D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: The role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training CentresThe role of Technical and Vocational Education and Training (TVET) is acknowledged globally for preparing the skilled labour needed to transform countries’ economic prosperity. The importance of skilled labour has increased in Namibia’s industrial sector as the country’s Vision 2030 focuses on developing a knowledge-based economy. This mixed method study explored the stakeholder perceptions of TVET in Namibia through the lens of social realism to understand the structural, cultural and agential conditions that shape stakeholders’ views. A questionnaire was distributed to 145 TVET trainees at the selected six state-owned public Vocational Training Centres (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. (VTCs), and 350 grade 11-12 secondary school learners. Analysis revealed mixed perceptions. Most secondary school learners showed negative perceptions of TVET, while TVET trainees expressed positive views. Interviews held with 11 key informants, including national leaders, career guidance teachers, parents and employers of TVET graduates were transcribed and uploaded to ATLAS.ti 22 for analysis and coding. The findings reveal that both structural and cultural conditions shape the perception of TVET. Notably, historical legacies of colonialism (Germany) and occupation (South Africa) have maintained educational structures, favoring academic over vocational streams, with limited articulation between them. The study also revealed that despite the enduring stigmas surrounding technical and vocational education, stakeholders still recognize the value of TVET in promoting job opportunities, economic growth, entrepreneurship, and sustainable development. The study highlights the agency of stakeholders, as teachers shoulder responsibility for the success of vocational education, and parents advise their children to pursue vocational careers, even in the face of resource constraints, lack of information, and preparedness. The study proposes several solutions to bridge the gap between TVET institutions and the job market. Firstly, regular evaluations and revisions of TVET curriculum standards are recommended to meet industry needs and technological advancements. Secondly, more efforts are required to improve societal attitudes towards TVET and promote the value of vocational education in meeting labour market demands. Lastly, strengthening partnerships between TVET institutions, secondary schools, and industries through internships and apprenticeships is advised to ensure responsiveness to labour market demands.
The effects of video- and book-comic instruction on learning attainments in science classrooms in Namibia
(Stellenbosch : Stellenbosch University, 2023-12) Haimbangu, Malakia; Jansen, Jonathan D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
The leadership practices of non-traditional school principals
(Stellenbosch : Stellenbosch University, 2022-12) Alston, Penelope Jane; Jansen, Jonathan; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
ENGLISH ABSTRACT: The issue that this study addresses is the silence in current scholarship dealing with nontraditional aspects of principal leadership. There seems to be a scarcity of empirical evidence which emphasises the human dimensions of principalship that validate the demanding, messy hour-to-hour and day-to-day work and the practices, skills, and experience that non-traditional leadership requires. To address this problem, the purpose of this study will be to explore school leadership in which human issues of frailty, emotion, and spirituality matter in the character and conduct of principal leaders. In the collection of data, I required a sample of school leaders who could offer rich descriptions relevant to the study and had enough trust in the researcher and the confidentiality of the process to participate openly and authentically. For these reasons, I used reputational sampling. The participants were interviewed to explore their recognised role as non-traditional leaders in their school community: school leaders who do things differently, and who stand out from other school leaders. The interviews were transcribed and analysed. The data led to the following seven themes, namely: Similar experiences of spirituality; The effect of universal beliefs; A sense of connectedness; The visible presence of humanness and care; Vulnerability as the transformative key to building trust; and The human capacity for nearness leadership; and Towards nearness leadership as a new identity. These themes are useful for understanding leadership through an alternative, new lens that challenges the unspoken understanding of the relationship between principal leaders and their school community. Moreover, it increases the probability that school leadership has a greater impact on organisational change when leadership practice is purposefully near. This study provides a conceptual nearness framework for innovative ways of practising and thinking about leadership. I propose that this research requires careful and ongoing attention to questions of nearness in schools where principal leaders create an environment in which all stakeholders flourish. The answer to the research questions does not end but offers new circumstances to explore the question of nearness leadership.

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