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All Journal Sosio-Didaktika: Social Science Education Journal Research and Innovation in Social Science Education Journal (RISSEJ)
Nkarhi Mathebula
University of Limpopo
Religion Humanities Education Social Sciences Other

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The implications of holding a Postgraduate Certificate in Education versus a B.Ed. qualification in finding employment at Bohlabela District, Manyeleti Circuit, Mpumalanga Province, South Africa Mohammed Xolile Ntshangase; Nkarhi Mathebula; Mbongiseni Michael Buthelezi
Sosio-Didaktika: Social Science Education Journal Vol. 12 No. 2 (2025)
Publisher : Faculty of Educational Sciences, UIN (State Islamic University) Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/sd.v12i2.45281

Abstract

Educators’ qualifications are of two types in South Africa, while the common one is a 4-year Bachelor of Education (B.Ed) those who already have graduated with other degrees enrol for a 1-year Postgraduate certificate (PGCE) for those who have already graduate with other degrees  . The problem of PGCE teachers is that they are not well grounded in pedagogics like B.Ed ones. This problem gets compounded as the pass-rate declines in schools with more PGCE teachers than B.Ed qualified ones. The purpose of this study is to explore the factors beyond the decline in pass-rate within the schools where there are more PGCE teachers than B.Ed teachers. This study sampled 11 participants comprised of 5 PGCE teachers, 5 B.Ed teachers, and 1 circuit manager from Manyeleti circuit in Mpumalanga province of South Africa, for semi-structured interviews. This study adopts social learning theory, and it marks its contribution to literature by giving some insights on the negativity of preferring one kind of qualification in terms of employment instead of embracing the diversity. Findings entail that PGCE teachers are unreasonably favoured in Mpumalanga province and that contributes to low pass-rate. Then, data will hereby be thematically analysed during this explorative study. Keywords: PGCE; B.Ed; pedagogics; pass-rate; employment
Forms of Learner Ill-Discipline Prevalent in Grade 10 Classes: A Qualitative Case Study in a South African Secondary School Habasisa Molise; Nkarhi Mathebula
Research and Innovation in Social Science Education Journal (RISSEJ) Vol. 4 No. 1 (2026): June
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/rissej.v4i1.426

Abstract

A persistent Problem facing South African secondary learners today is still learner ill-discipline, which under-mines the effectiveness of teaching and learning. This qualitative case study investigated the forms of learner ill-discipline existing in Grade 10 classes at a particular high school in South Africa. A total of eight people participated in the inquiries, including six Grade 10 students from the school because of which this study took place, a subject teacher, and the principal. To generate data, semi-structured interviews were conducted with the school principal, teachers, and students. In addition, non-participant observations were made in class and outside. It was found that the prevailing forms of learner ill-discipline were many, including late-coming and absenteeism, improper dressing, use of cell phones during lessons, refusal to do one's homework and lack of academic responsibility, and disruption in class. Such conduct was found to rob instructional time, weaken learner engagement and challenge teacher–learner relations. The findings are consistent with prior studies by others that document truancy, interference in the classroom and school rules were central disciplinary problems in secondary education. The study concludes that in Grade 10 ill-discipline among learners reflects several incompatible elements, but echoing one another at school as well as among learners. This kind of situation demands our attention in action, teaching approaches and policy direction.
Co-Authors Habasisa Molise Mbongiseni Michael Buthelezi Mohammed Xolile Ntshangase