Sahula, Mpho Siphokazi Gift2025-10-212025-03Sahula, Mpho Siphokazi Gift. (2025). Learner Leaders’ voices on the male dropout in secondary schools in Mogale City: A Qualitative Case Study. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/47173https://hdl.handle.net/10539/47173A research report submitted in partial fulfilment of the requirements for the Master of Education degree in the discipline of Education Leadership and Policy Skills (ELPS), to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2025This study explores the views of learner leaders on challenges and solutions to male learner dropout in secondary schools in Mogale City, South Africa. With the input of those learner leaders who serve on the Representative Council of Learners (RCL), the objectives of the study are to investigate the complex challenges male learners face, which contribute to their dropping out. Further, the study aims to identify strategies that learner leaders propose to enhance inclusivity and reduce dropout rates. The premise of these objectives is to give learners a voice in identifying and providing solutions to the problems they encounter, as this is something that is missing in the literature. The study was informed by two theoretical frameworks: Critical Theory and Empowerment theory. The study used an interpretive paradigm with a qualitative approach, as it used a case-study design. Data generation relied on semi-structured interviews with 11 participants in two schools that were purposefully sampled. Subsequently, critical thematic analysis, using a hybrid of inductive and deductive approaches, was employed to identify data patterns and themes, resulting in 10 main themes and 20 subthemes. Participant’s anonymity and confidentiality were addressed as each participant was given a pseudonym. Besides, ethical considerations were observed in this study. The findings suggest that male learners encounter several challenges that propel their dropout, and the system must provide more support to validate their dispositions and experiences. Furthermore, the findings reveal that learners hold the solutions to their challenges but require a platform to implement them, given that the RCL platform is undermined by other stakeholders in school governance. These interventions may lead to reduced dropout rates and enhance inclusivity in the education system.en©2025 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg.Male Learner DropoutLearner voiceLearner leadershipEmpowermentInclusive educationRepresentative Council for LearnersUCTDDissertationUniversity of the Witwatersrand, JohannesburgSDG-4: Quality educationSDG-5: Gender equality