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p-Index From 2021 - 2026
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All Journal International Journal of Humanities Education and Social Sciences Indonesian Journal of Education and Social Studies
Michael Mbongiseni Buthelezi
University of Limpopo
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pedagogical Support Mechanisms for Learners with Learning Barriers in South Africa: An Analysis Study Michael Mbongiseni Buthelezi; Lethabo Clement Mametja
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 5 (2026): IJHESS APRIL 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i5.2274

Abstract

Learners who experience barriers to learning continue to face challenges in accessing and fully participating in education, despite inclusive education policies in South Africa. This study aimed to explore how teachers at a primary school support learners with barriers to learning, with particular focus on accommodating learner diversity and promoting equitable access to education. The study was underpinned by an interpretivist paradigm and employed a qualitative research approach with a case study design. Data were collected through semi-structured interviews and document analysis. The sample comprised ten participants, including four teachers, four members of the school-Based Support Team (SBST), and two District-Based Support Team (DBST) officials from the Mopani West District, Makhutswe Circuit, Limpopo Province, South Africa. Data were analysed using thematic analysis. The findings revealed that teachers employed adaptive teaching strategies, curriculum differentiation, and collaborative support structures to address learner diversity. However, persistent challenges such as overcrowded classrooms, limited resources, and insufficient assistive technologies constrained effective implementation. The study concludes that while teachers, SBSTs, and DBSTs play a critical role in advancing inclusive education, systemic and resource-related barriers hinder optimal practice. It is recommended that stakeholder collaboration be strengthened, targeted professional development be enhanced, and inclusive education policies be more effectively implemented to support learners with barriers to learning.  
From Constraint to Innovation: How Rural Educators Navigate Instructional and Relational Demands in Large Classes Michael Mbongiseni Buthelezi; Winolia Mahlo; Guilherme Orestes Canarim
Indonesian Journal of Education and Social Studies Vol 5, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i2.14345

Abstract

This study examines how teachers manage large classrooms in rural secondary education by identifying instructional, behavioral, relational, adaptive, institutional, and community-based management practices. Using an interpretivist paradigm, the study employed a qualitative case study involving three purposively selected Grade 11 teachers at a rural secondary school. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed through data condensation, data display, and conclusion drawing and verification. The findings reveal three interconnected patterns of classroom management. First, teachers implement instructional and behavioral management through systematic lesson planning, cooperative learning, classroom rules, routines, and positive reinforcement. Second, relational and adaptive management is developed through empathy, effective communication, learner engagement, time management, and resource improvisation. Third, institutional and community support becomes essential in addressing overcrowding, limited resources, teacher workload, discipline challenges, and restricted professional development opportunities. The study concludes that effective classroom management in rural settings is an integrated, adaptive, and multilevel process shaped by teacher agency and contextual support. The findings imply that sustainable improvement requires ongoing teacher professional development, stronger institutional and community collaboration, and systemic interventions that address overcrowding and resource constraints in rural educational environments.
Co-Authors Guilherme Orestes Canarim Lethabo Clement Mametja Winolia Mahlo