School of Human and Community Development (ETDs)

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End date: 2024Subject: search.filters.subject.SDG-4: Quality education

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    Core Academic Language Skills in Grade 6 South African Learners
    (University of the Witwatersrand, Johannesburg, 2024) MacFarlane, Marco Vincenzo William; Moonsamy, Sharon; Dison, Laura; Kern, Anwynne
    This research validates a construct that describes cross-disciplinary Core Academic Language Skills (CALS) for use in South African schools, and argues for its use as an underpinning instructional framework. The construct was derived from a novel instrument aimed at testing a constellation of school-relevant English language skills which was developed and validated for use in the United States. The unitary construct tested by this instrument was dubbed CALS and it aimed to describe the set of skills that comprise academic language proficiency. CALS has been described as “knowledge and deployment of a repertoire of language forms and functions that co-occur with oral and written schooling tasks across disciplines” (Uccelli et. al, 2015a, p. 1077). The overall aim of this research was to ascertain if the CALS construct can be used to validly assess learners from different linguistic backgrounds in South Africa, and further if the fully operationalised skillset can be used as a basis for instruction in the discrete academic language skills described. A range of national and international assessments have shown that South African learners perform at the lower end of the spectrum on language and mathematical skills, and it seems that the disparity between the language status of the population and the language of schooling is a core determinant of the poor scores attained by South African learners. This thesis was completed by publication, with four linked articles that addressed each of the related sub-questions. In order to determine if the CALS construct was appropriate for use in South Africa, the first article (Chapter 3) localised and piloted a version of the CALS instrument for use in South Africa – resulting in the CALS-I-ZA assessment instrument. The second article (Chapter 4) deals with the crucial question of whether the CALS construct is related to academic outcomes in South Africa – and this chapter shows the link between the 6 scores obtained on the CALS-I-ZA and the Gauteng provincial Common Examinations. The predictive relationship between CALS and Academic Results (as proxied by the Common Examinations) was shown to be robust. The final empirical part of the work (Chapter 5), investigates if the CALS-I-ZA instrument shows a different pattern of functioning when used to assess first-language English learners (L1) and non-first-language English learners (L2). Surprisingly, the CALS-I-ZA instrument showed robust functioning and a strong predictive relationship with school outcomes when used to assess both L1 and L2 learners. Chapter 6 represents the final article in this thesis which consists of a brief meta-analysis of the previous work on CALS detailed in this thesis as well as by other researchers working on this construct. This article makes the argument for a cautious use of CALS as the basis for a form of CALS-informed instruction that could be employed for use in South African classrooms, while retaining a critical awareness of the deeply problematic nature of the mismatch between the Language of Learning and Teaching (LoLT) and the linguistic profile of the majority of South African learners.
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    An exploration into the verbal and non-verbal social use of the Sepedi language in the Pedi culture
    (University of the Witwatersrand, Johannesburg, 2024) Mogolane, Mamaila Joyce; Neille, Joanne; Sher, Jenna
    Background: People of the Pedi culture place great value on their culture and maintaining their cultural ways. They specifically place great value and take pride in adhering to their culture in the manner in which they communicate verbally and non-verbally. Little is however documented about the ways in which verbal and non-verbal language is used socially, and the rules that govern social use of language especially across generations and genders in the Pedi culture. Methodology: This research study aimed to explore how verbal and non-verbal social communication is used in the home context by Pedi families. A qualitative research design was employed, underpinned by the principles of direct participant observations and semi-structured interviews. A total number of 22 participants from seven families were the sample size, and non-probability purposive sampling was utilised. The obtained data were analysed through thematic analysis. Results: The results showed how Pedi people engage in social communication in a variety of social contexts, and when practicing their beliefs, utilising norms dictated by their culture. The themes that emerged included respect as a form of communication in the Pedi culture, as well as how verbal language is used when initiating topics, providing input, and during conflict resolution. Pragmatics does exist in the Pedi culture, as they have cultural rules that govern their social execution of verbal and non-verbal communication, however, it is not termed pragmatics. Conclusion: The findings of this study contribute to the understanding of how verbal and non- verbal language is used in the Pedi culture, and are concerned with igniting further interest into how language is used verbally and non-verbally in other African cultures found within the South African context. Implications and recommendations: There is clear necessity for SLPs to develop a thorough understanding of how verbal and non-verbal language is used in African cultures, so as to apply this knowledge when providing services. The body of knowledge about pragmatics, particularly, what pragmatics is defined as in African languages is lacking. Research in this area is thus needed
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    Social workers’ experiences of providing psychosocial support to learners in foster care in Merafong city, Gauteng during the covid-19 pandemic
    (University of the Witwatersrand, Johannesburg, 2024) Balopedi, Karabo Mpho
    The South African government attempted to curb a second wave of COVID-19 by banning activities individuals used as their coping mechanisms during the peak of the pandemic. This created a period of heightened stress which resulted in the increase in need for psychosocial services. Social workers within the Department of Social Development, were part of the individuals tasked with rendering psychosocial services. The aim of the study was to explore social workers’ experiences of providing psychosocial support to learners in foster care during the COVID-19 pandemic in Merafong City, Gauteng. It was a qualitative study, that was exploratory in nature following an instrumental case study design. The ecological perspective guided the study. The method of data collection was semi-structured interviews using a semi- structured interview guide as the research tool. Purposive sampling technique was used to select the 10 social workers who meet the inclusion criteria. The collected data was analysed using thematic analysis. The findings revealed that there was lack of resources and no preparation or training to deal with the pandemic. There was also a fear of the virus being spread by social workers amongst themselves and to clients. The study also revealed that social workers needed to find alternative ways to provide services by being flexible, creative and adaptable to the new normal. The findings contribute to the South African knowledge base about the psychosocial support needs of social workers who render psychosocial services within traumatic circumstances like a pandemic. The identified gaps provide research opportunities for government and academics.
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    Children placed in alternative care: experiences of primary caregivers pending finalisation of the Children’s Court Inquiry
    (University of the Witwatersrand, Johannesburg, 2024) Mdluli, Busisiwe
    The goal of the child welfare system in South Africa is to create preventative and early intervention programmes. However, statutory intervention becomes necessary when a child needs emergency protection. The removal of a child from their primary caregiver and placing the child in alternative care can be traumatic for both child and primary caregiver. However, most research studies have focused on children’s experiences of removal to alternative care pending finalisation of the Children’s Court Inquiry. The purpose of this study was to explore the experiences of primary caregivers whose child had been removed from their care and placed in temporary safe care. To explore their experiences a qualitative approach, specifically a case study research design. The theoretical framework underpinning the study was ecosystems perspective related to the person-in- environment social work concept, and Kübler-Ross model of grief. The study was undertaken in Johannesburg and the sample consisted of 12 purposively selected adult primary caregivers. To gather data, face-to-face interviews were conducted. An interview guide comprising of open-ended questions, was utilised as a research tool. Thematic analysis was used to analyse the data. The main findings of the study were that regardless of socio-economic status, age and reasons for the removal, most primary caregiver usually feel devastated when their child is removed. The sometimes develop a lack of trust in the justice system and the social work profession. Recommendations are made, based on research findings, of how social workers can improve the quality of services rendered to primary caregivers when statutory intervention is necessary and the child is placed in temporary safe care pending finalisation of the Children’s Court Inquiry
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    Experiences of grade eight learners in transitioning from primary to secondary school settings: A case of learners at a secondary school in Soweto
    (University of the Witwatersrand, Johannesburg, 2024) Jantjies, Aphelele
    For learners, transitioning from primary to secondary school is an important turning point that affects their academic performance as well as their social and emotional development. This stage is marked by a transition towards more difficult subjects, more independence, and more accountability. This qualitative research explores the experiences of Grade eight learners at a Soweto secondary school as they move from primary to secondary school. Fifteen eighth grade learners were chosen for the study using a convenience selection technique, and four of the learners took part in the pretesting of the research instrument. Data was gathered through individual interviews utilizing a structured interview guide; recurrent themes were found using thematic data analysis. The findings show that learners had substantial personal growth throughout this period, highlighting the need of recognizing and encouraging learners' psychological development. The study also emphasizes how important it is for learners to receive help throughout this transition, especially emotional and social support as they deal with the difficulties of adjusting to a new academic setting. Additionally, the study shows that most learners struggle with academic adjustment, with many finding it difficult to match the increased demands of secondary school. Social workers can be extremely helpful in managing academic challenges, assisting with emotional and mental health needs, directing the building of networks and connections, and promoting good identity formation and personal development. The school can play its role by establishing a thorough introduction program for eighth-grade learners that includes briefings with educators and school tours. Additionally, learners can get mentoring, specialized support networks, and vital resources from social development programs. According to the findings, social workers, schools, parents and guardians as well as social development organizations must work together to serve the various requirements of eighth graders at this crucial time.
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    The Mental Health Needs of South African Mainstream High School Learners: Teachers’ Experiences and Perceptions
    (University of the Witwatersrand, Johannesburg, 2023) Abreu, Leandra Imilia; Amod, Zaytoon
    This qualitative study set out to explore teachers’ experiences and perceptions of South African high school learner mental health. Mainly, what teachers believe to contribute towards learner mental health, what they deem to be the barriers and how they believe these barriers can be addressed. The study aimed to provide insight into facilitative factors and challenges concerning adolescent learner mental health in addition to offering support to teachers in managing the mental health of their learners, an important factor in assisting the overall development of South African learners. To better understand these views, twelve qualified and registered teachers practicing in South African high schools were interviewed using a non-probability, purposive sampling technique and following an interpretive phenomenological approach. The use of semi-structured individual interview questions was used to ascertain the perceptions and experiences of 12 teachers in South Africa. The teachers were approached via online platforms, due to social restrictions during the COVID-19 pandemic. The data was analysed using Braun and Clarke's (2006) thematic analysis to establish the main themes brought up by the participants. The findings uncovered numerous themes and subthemes surrounding teachers’ perceptions of aspects contributing to the mental health of their learners namely: challenging households and the role of parents, social pressures and stressors, anxiety, depression, ADHD and the influence of self-esteem. The impacts of COVID-19 were also prominent due to the interviews being conducted during the initial lockdown period in South Africa. The teachers identified a lack of resources and teacher mental health training/knowledge, stigma and poverty as three of the major barriers to learners accessing mental health support. Finally, the teachers identified multilayered responsibilities, interventions pertaining to teacher training and curriculum adaptions as possible approaches to address these barriers. These findings suggest that managing the mental health of learners is extremely burdensome for teachers who feel unsupported. Obtaining teachers’ perceptions, experiences and beliefs about learner mental health is thus important to improve school psychological services. The findings contribute to research regarding factors influencing learner mental health and adds to the limited empirical research available surrounding South African teachers’ experiences and perceptions. It is recommended that future research be carried out on several different aspects surrounding adolescent mental health in South Africa.
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    The Provision of School Social Work Intervention Services: A Case Study of Schools in Johannesburg
    (University of the Witwatersrand, Johannesburg, 2024) Smith, Lerelle Keshia; Nathane-Taulela, Motlalepule
    School Social Work has been practised for decades in countries such as the United States of America, Australia, and the United Kingdom. However, in South Africa although social work is widely practised, not many of these professionals are placed in schools. School social work intervention is described as the first experience of psychological support that most children receive. However, many schools in South Africa are without access to school social workers. Hence, they rely on one regional social worker who services multiple schools. Wealthy schools have access to multiple professionals such as educational psychologists and social workers, to provide learner support. The use of non-probability purposeful sampling was applied in this qualitative study, 10 social workers, who were placed in: public schools, governing-body schools, and private schools, which represent different socio-economic communities in Johannesburg. Data were collected through interviews and the use of a semi-structured interview schedule and thematic coding was utilised for data analysis. Findings reveal the complex and ununified state of school social work They also shed light that there is a need to train more school social workers, especially those rendering services to learners with special needs. Additionally, there is a need for more resources, and staff to be made available, especially in public schools totally dependent on the government for funding to ensure the provision of high-quality school social work services. The main findings also indicate that many school learners occasionally experience some form of psychosocial challenges, which requires support from a social worker. However, many schools’ social workers are inundated with high caseloads. Therefore, the study concludes that there is a need for more school social work services. This is because many children in public-schools are more disadvantaged due to inaccessibility of school social workers. Thus, the burden is placed on teachers to teach while they also identify learners’ need and support them
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    Perceptions of secondary school teachers on the proposed grade nine exit plan policy: the case of two secondary schools in Johannesburg, Gauteng
    (University of the Witwatersrand, Johannesburg, 2022-06) Mohammed, Adillah Abdallah; Pretorius, Edmarie
    The Department of Basic Education (DBE) intends to introduce the General Education Certificate (GEC). The GEC would allow learners to exit the mainstream schooling system at the end of grade nine for vocational training or jobs. The GEC policy aims to reduce the high dropout rates between grades ten and eleven. This study sets out to establish the perceptions of grade nine teachers on the introduction of GEC. The critical theory framework underpinned the study, which questioned how the education system can best offer education to all learners irrespective of their socioeconomic status. This study used a qualitative research approach. The study sample comprised of fourteen participants from two public schools in Johannesburg. Seven participants from each of the two schools. Purposive sampling was utilised to select the participants. Semi-structured interviews were used to collect data. Face-to-face interviews were conducted on an individual basis. The data was analysed utilising thematic analysis. The participants perceive the GEC to be inclusive in nature as it accommodates all leaners with different learning needs and abilities. The GEC is perceived as a path to implementing inclusive education for equitable opportunities for all learners, for a just and less discriminative society. A noted concern was that the learners may use the GEC as an exit ticket from the schooling system. Participants indicated that a mechanism to ensure that all learners leaving the schooling system get absorbed in technical colleges for further training is required. They noted that the learners are too young to decide on their career paths at grade nine. A selection criterion to guide the identification of learners permitted to exit at grade nine, further engagement with key stakeholders, expansion and opening of more skills-based colleges, training, and funding of schools and skills-based colleges were recommended.
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    COVID-19 and children who experience special educational needs: Caregivers’ experiences, coping strategies, and support needs
    (University of the Witwatersrand, Johannesburg, 2023-05) Fernandes, Jenna; Amod, Zaytoon
    Every aspect of parenting becomes magnified when caring for a child who experiences special educational needs, especially during a pandemic. Despite the wide recognition that the pandemic intensified existing stressors for caregivers of children who experience special educational needs as indicated by reports of significant declines in mental health, there is a scarcity of research exploring caregivers’ experiences during the pandemic, and especially within the South African context. Therefore, the aim of this study was to explore the experiences of South African caregivers, their available support structures, coping strategies, and support needs. An exploratory qualitative research design was employed, in which twelve caregivers of children who experience special educational needs participated in semi structured interviews. Reflexive thematic analysis was used to analyse the data, and subsequently, the researcher developed five intersecting themes and fourteen subthemes. Notably, the five themes were, “exhausted to the bone”, twice as isolated, finding the light in the dark, soldiering on and learning to cope, and a wish for change and advocacy. Critically, the results of the research study suggest that despite the difficulties experienced by caregivers, there were opportunities for growth and development. However, there is a deep desire for there to be more understanding and tolerance of differences.
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    Teachers’ Psychological Transformation from the use of Corporal Punishment to Alternative Disciplinary Measures in South African Schools
    (University of the Witwatersrand, Johannesburg, 2024) Kau, Irish; Mayise, Simangele
    South Africa has a history of violence, originating from the previous apartheid regime. This includes violence in private and public settings such as in the home, school and neighbourhood. One of the positive socio-political changes introduced by the new democratic government was the abolition of corporal punishment in schools. However, the delay in empowering teachers with alternative means to corporal punishment had an impact on discipline in schools that is still prevalent to this day. Teachers believe that their power to discipline learners has been curtailed, and they therefore find it difficult to maintain a culture of teaching and learning in schools. The purpose of this qualitative study was to investigate teachers’ psychological transformation from the use of corporal punishment to positive disciplinary measures. The main aim of the current study was to explore teachers’ understanding of alternatives to corporal punishment (ATCP) in South African primary schools. The study adopted a qualitative approach, with data being collected through a biographical questionnaire, individual and focused group in-depth semi-structured face-to-face interviews, and document analysis. Data was analysed through thematic analysis. The ethical principles adhered to were informed consent, anonymity, confidentiality and non-maleficence. Cultural-historical activity theory was employed as a theoretical lens to further explore the teachers’ mental shifts from the use of corporal punishment to ATCP. Findings suggest that teachers perceive positive discipline as viable with the collective effort of parents, teachers, learners and the larger community. Despite the historicity and internalisation of corporal punishment by teachers, fear of incarceration, fear of dismissal from work, and the abhorrence of violence, necessitated a mental shift. Contradictions between private and public use of disciplinary measures were illuminated as a threat to the effective implementation of ATCP in schools.