Electronic Theses and Dissertations (Masters)
Permanent URI for this collectionhttps://hdl.handle.net/10539/37990
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Item Does a social purpose matter to new talent? Understanding the importance of corporate social responsibility to university students(University of the Witwatersrand, Johannesburg, 2024) Humbani, Natasha; Mlilo, SifisoThe current study explored the perceptions of final year undergraduate and postgraduate students on CSR using Social Identity Theory and Signalling Theory. The lack of research in South Africa examining students’ perceptions of CSR and its possible influence on their choice of employer served as the motivation for the investigation. The study was carried out in the South African environment and a qualitative methodology was used to elicit the complex opinions held by these university students about CSR. A sample of 22 final year undergraduate and postgraduate students from diverse academic disciplines participated in this study. Purposive sampling was employed to select participants who possessed specific characteristics that fit the study while snowball sampling facilitated easier access to individuals who would be difficult to reach. The thematic analysis revealed several prominent themes. Themes of giving back to society, social accountability, inclusive work environments, diverse CSR priorities and influence of education and awareness emerged as central factors in students’ decision-making. While further investigations are needed, the study’s findings indicate that a social purpose does in fact appeal to new talent and that students exhibit a higher awareness of external CSR initiatives in comparison to a company’s internal CSR initiatives. The findings also indicated the growing importance of CSR as a determinant factor in students’ choice of an employer. While generalisation is not possible and further research is required the implications of these findings could assist managers and employers to highlight the importance of employer branding messages that emphasize a commitment to social responsibility, thereby fostering a stronger connection with new talent. Additionally, the awareness gap between students’ perceptions of external and internal CSR initiatives underscores an opportunity for organisations to enhance their communication of internal CSR strategies.Item Educational psychologists’ perspectives on the treatment of autism spectrum disorder (ASD) children in the South African context(University of the Witwatersrand, Johannesburg, 2024) Ally, Nazrana; Israel, NickyThis qualitative study aimed to explore a sample of South African registered educational psychologists’ perspectives on and experiences with the treatment of autism spectrum disorder (ASD) children in the South African context, including their awareness of available treatments, evaluation of treatment effectiveness, decision-making processes, level of involvement in treatment stages, and their roles in relation to other professionals. Additionally, it examined the psychologists’ perceptions of the challenges faced by ASD children and their parents in accessing treatment in South Africa, the common strategies they employed, and the difficulties they encountered when treating ASD children. An interpretive approach was used, employing semi-structured interviews conducted in English with eight South African registered educational psychologists specializing in ASD. The interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis, informed by a self-reflexive journal to maintain awareness of potential biases. The findings highlighted the scarcity of educational psychologists in South Africa engaged in ASD cases, limited specialized ASD training, and a paucity of resources available in South Africa which encouraged participants to seek resources internationally. Participants emphasized the importance of evidence-based, individualized interventions tailored to each child's context. They also emphasized that diverse approaches were crucial for meeting the individual needs of both the child and the family. They raised concerns about applied behaviour analysis (ABA), citing its potential limitations in fostering flexibility and promoting rote learning. They recommended modifying cognitive-behavioural methods to suit specific contexts and moving away from clinical environments to foster creativity and resourcefulness. 4 Participants were actively involved in diagnosis and assessment, highlighting the importance of exposing educational psychology students to various ASD-specific assessments and emphasizing the need for addressing training gaps and cost barriers for accessing assessment tools. Educating stakeholders, including parents, teachers, and other professionals, was deemed essential for creating a supportive and informed environment for children with ASD. Significant challenges identified included limited ASD-specific training, a lack of support and awareness, long waiting periods for diagnosis, limited access to treatment, and stigmas associated with ASD. Addressing these challenges requires grassroots training initiatives and collaborative efforts among families, professionals, and policymakers to ensure quality care and support for individuals with ASD.Item A Qualitative Exploration of Teachers Experiences of Bullying by Parents: A Job Demands-Resources Perspective(University of the Witwatersrand, Johannesburg, 2024) Moodley, Noelle M.; Bernstein, ColleenThe study aims to examine South African teacher’s experiences of being bullied by parents (referred to as Teacher Targeted Bullying and Harassment (TTBH)). The study was guided by the Job Demands-Resources (JD-R) model, in which parent-enacted TTBH was seen as one of the many job demands faced by South African teachers as part of their jobs. Job resources, that is those offered by the school as well as the personal resources of teachers, were explored as means by which teachers cope with the demand of parent-enacted TTBH. Furthermore, outcomes of the experience of job demands, more specifically the demand of parent bullying and harassment on teachers’ psychological and physiological well-being, were examined. A qualitative research design was utilized. Data was collected using semi-structured interviews with teachers who have experienced parent-enacted TTBH. Thematic Content Analysis (TCA) was used to analyze the data. The main findings of this study indicated the multifaceted nature of parent-enacted TTBH, ranging from undermining authority and verbal or physical intimidation to attacks on social media and group bullying. Additionally, findings indicated that parent-enacted TTBH was influenced by societal pressures, parental expectations, power dynamics, and the overall school environment. Lastly, participants expressed feelings of fear, anxiety, and avoidance, and reported various health issues such as headaches, sleeplessness, and digestive problems. The coping strategies observed among participants included active coping strategies, and seeking social and professional support. The implications of this study contribute to the awareness of parent-enacted TTBH in South African schools. In doing so, this study may encourage the Department of Education to protect teachers from the escalation of parent-enacted TTBH and its associated consequences for teachers' physical and psychological well-being.Item An exploratory study of Soweto matriculants lived experiences during the COVID-19 pandemic(University of the Witwatersrand, Johannesburg, 2024) Mthembu, Nolwazi Londiwe; Rolando, Hayley-HaynesA few articles have been published on the COVID-19 pandemic. These studies suggest that COVID-19 might perpetuate and intensify current vulnerabilities among learners in South African schools. The aim of this study was to explore the experiences of learners in South Africa, Gauteng, Soweto, during the COVID-19 pandemic. Bronfenbrenner’s Ecological system’s theory was used to frame this study. Following the researcher's goal to immerse herself in the participants' unfiltered experiences, a qualitative approach was most appropriate for this study. The researcher utilized non-probability sampling with a predetermined criterion for the characteristics of the learners she wished to sample. Nine matriculants from a school in Soweto who matriculated in 2021 were included in the sample. Open-ended questions were used in a semi-structured interview with an interview schedule to elicit information about the participants' experiences of their 2021 matric year. Following the Wits Research Committee's approval and ethical clearance, ethical issues were carefully considered. After the interviews were conducted, the recurring results were analyzed by looking for common themes among all nine participants. The final findings of the study compromised of the unique, yet similar experiences of the participants. It was further established that most participants remain optimistic of the future, despite the unfavourable experiences encountered during their matric year. The principal research question that guided this study was ‘What were the experiences of the 2021 matriculants in Soweto during the COVID-19 pandemic?’Item Narratives of identity in football for youth development in the South Africa(University of the Witwatersrand, Johannesburg, 2024) Rukato, Obert Takudzwa; Bradbury, JillThis research project explores the narratives of young footballers in Johannesburg, South Africa, investigating how football shapes their construction of identity across various life contexts. Focused on participants from Joburg City FC, the study employs narrative theory as its theoretical framework, emphasizing the sequential and meaningful nature of narratives in human sense-making. Eight narrative interviews were conducted , structured to analyse features of identity present in participants' narratives. The findings reveal the complex and nuanced nature of football's influence on the lives of young players, contrasting the dominant narrative surrounding elite professional players, exploring narratives of self-development, relational changes and meaning. The research underscores the significance of football in the lives of young adolescent males, particularly within the historical and contextual framework of Johannesburg and Joburg City FC. By uncovering these narratives, the study contributes to a deeper understanding of football's potential to nurture and support youth in a world facing despair and crossroads. The key narrative threads of the study were that of hope and growth. The key findings of this study unveil the profound impact of football on identity formation among young players in Johannesburg. Participants recognized the acquisition skills like socializing, confidence, and discipline through football, integrating these skills into their identities. Representing their club instilled a sense of purpose beyond themselves. However, players faced societal divides based on location, race, and class, with those from township backgrounds experiencing inferiority in the academy football space. Football facilitated connections with paternal figures, providing counternarrative notions of masculinity. Notably, participants reported significant levels of anxiety, extending beyond the pressures of the game. These findings underscore football's complex role in shaping identities and highlight the need for holistic support within football communities.Item Linguistic Hierarchies and Discrimination: Unveiling the Role of Language and Space in Migrants' Experiences Amidst Xenophobia(University of the Witwatersrand, Johannesburg, 2024) Deolinda, Andréas Ruth Benie; Bradbury, Jill; Chilenga-Butao, ThokozaniThis research utilizes narrative analysis to investigate the relationship between language, space, and the experiences of migrants in Johannesburg within the context of xenophobia. The study examines two groups: youth alumni of a program centred on empowering migrant youth and adults participating in English classes within the same program located in Jeppestown, Johannesburg. Contrary to the initial expectation of significant differences based on age and experience, the research reveals notable similarities in how both cohorts navigate challenges posed by xenophobia in Johannesburg. This research project challenges assumptions about the distinctiveness of experiences between youth and adult migrants and that the narratives of both groups highlight a common thread of perseverance in the face of societal barriers, emphasizing the universal nature of challenges faced by migrants in Johannesburg. By exploring the narratives of these two groups, the research illuminates the nuanced ways individuals from diverse backgrounds navigate migration experiences within the city. Among its critical findings, cultural influences not only pose numerous challenges, but bureaucratic hurdles also impact settlement. The cumulative effect of these challenges sheds light on identity formation and adaptation strategies that keep the migrants fighting despite the odds.Item Teachers’ Perceptions of Personal Wellbeing during the COVID-19 Pandemic: An Exploration of Job Demands and Job Resources(University of the Witwatersrand, Johannesburg, 2024) Ganasen, Shenay; Amod, ZaytoonTeachers are the frontline workers of the education system, and their wellbeing is important for several reasons. Firstly, it is a priority in and of itself. Secondly, it influences the wellbeing and learning of learners (Collie & Martin, 2020; Harding et al., 2019). Lastly, it contributes greatly to the quality of education delivered in schools and hence, the overall success of schools (Chen et al., 2020; Ozamiz-Etxebarria et al., 2021). Therefore, it is important to understand the way in which job characteristics of the teaching environment, such as job demands and job resources, influence teacher wellbeing. While previous literature has examined the influence of job demands and job resources on teacher wellbeing within the South African context, studies concerning the role of the COVID-19 pandemic in relation to teacher wellbeing are scarce. Therefore, this research aimed to explore teachers’ perceptions of wellbeing during the COVID-19 pandemic and the influence that job demands and job resources had on such perceptions. Interviews were conducted with eight teachers in the Johannesburg area to explore their perceptions and experiences of wellbeing, job demands and job resources during the pandemic. The findings of this research suggested that the teachers in this study perceived their wellbeing as compromised during the pandemic. Most of the participants found their job resources to be inadequate in meeting their job demands which seemed to bring about challenges with health, job performance and job satisfaction. The findings were supported by the JD-R Theory which shows the way in which a negative imbalance between job demands and job resources impacts health, satisfaction and hence, overall employee wellbeing. The implications and limitations of the study are discussed and recommendations for future research are made.Item Exploring the experiences of educators on the effects of COVID-19 on Further Education and Training (FET) learners in Gauteng East District(University of the Witwatersrand, Johannesburg, 2024) Makamu, Tiyisela Suzan Connie; Pretorius, Edmarie; Watermeye, JenniferThe COVID-19 pandemic brought about an excess of health difficulties. While the impact of COVID-19 on the world was widely known, little was known about how the virus had affected Further Education and Training learners (FET)in schools. This study focused on the experiences of 11 educators on how FET learners were affected by COVID-19. The ecological perspective was the theoretical framework underpinning the study. A qualitative research approach and phenomenological design was utilised in this research. Purposive sampling was used to identify and select eleven participants. The method of data was collected one on one interviews using a semi-structured interview schedule as the research tool. The information gathered was analysed using thematic analysis. The findings showed that the COVID-19 pandemic was disrupting for the country, the education system, and in the school where the research was done. The COVID-19 pandemic jeopardised the physical, psychological, and social wellbeing of educators and learners. The COVID-19 pandemic surfaced the unpreparedness of the school system to deal with challenges posed by unforeseen events and showed up gaps and required rapid changes to be made within an education context given exiting structural challenges and limited resources. The COVID- 19 pandemic exacerbated the psychosocial issues in communities that learners experience. The desperate need for school social workers rendering services in all schools to address the many barriers that hamper or prevent learners to achieve their potential to becoming a productive member of the community was evident. There is a desperate need for technological resources in schools to facilitate teaching and learning. Lastly, educators require skills development to facilitate different methods of teachingItem High school learners’ experiences of Inclusive Education: Reflections from first year psychology students(University of the Witwatersrand, Johannesburg, 2024) Johnson, Tamlyn; Kern, AnwynneInclusive Education has been implemented in South Africa since 2001 to address the barriers that prevent learners from accessing, participating and achieving in mainstream schools. Research has largely focused on teachers and other educational stakeholders’ evaluation of the progress and efficiency of Inclusive Education. This qualitative study reports on the high school experiences of first year psychology students. The sample included both learners with and without barriers to learning, who attended different schooling systems; Public (urban and township), private and rural schools. Using qualitative surveys, the study investigated students’ experiences and understanding of Inclusive Education. The data was analysed using thematic analysis and the bioecological model. Four key themes were identified; (1)Diverse understandings of barriers to learning (BTL), (2) Experiences with learners with barriers to learning,(3)Teachers’ relations with learners with BTL, and (4) Attitudes towards IE. The findings revealed that most of the participants have had experiences with learners with various BTL in high school. However, their experiences indicate that there are still negative perceptions and treatment of learners with BTL, by teachers and other learners, though they have also witnessed the resilience of learners with barriers to learning. Inclusive Education is gradually being implemented, especially considering that most of the participants have had experiences with learners with various BTL in high school. Of the research found, there is substantial work that is required to successfully implement IE in South African schools.Item Career adaptability, occupational identity, and psychologica well-being after a career change during the covid-19 pandemic(University of the Witwatersrand, Johannesburg, 2024) Kutu, Siyamthanda; Donald, FionaOBJECTIVE: This study aims to explore the relationship between career adaptability, occupational identity, and Psychological Well-being at Work in South African employees who experienced career change during the COVID-19 pandemic. The study is framed within the Career Construction Theory where the pandemic is contextualised as a career shock. METHODS: Employing a quantitative approach, this study adopts a correlational, non-experimental, cross-sectional research design. Purposive sampling, including criterion-based and snowball sampling techniques, was utilized to recruit participants. The sample comprised 62 South African employees who experienced career changes between 2020 and 2022 due to the pandemic's impact on the labour market. Data w as collected through structured online questionnaires, incorporating validated scales. Ethical considerations were addressed, ensuring informed consent, confidentiality, and minimal harm to participants. RESULTS: Regression analysis revealed significant positive relationships between career adaptability, occupational identity, and Psychological Well-being at Work. Specifically, both career adaptability and occupational identity emerged as strong predictors of Psychological Well-being at Work among the participants. Descriptive statistics provided insights into the sample characteristics, indicating a diverse range of career change experiences during the pandemic. The study under scores the importance of fostering adaptability and building a robust occupational identity to enhance employees' psychological well-being amidst career transitions, particularly in times of crisis like COVID-19.