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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Vimbi Petrus Mahlangu
University of South Africa
Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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EXPLORING THE ROLE OF MIDDLE LEADERS IN MANAGING EMOTIONAL AND PHYSICAL HEALTH IN GAUTENG PROVINCE: A CASE OF MIDDLE SCHOOLS Mpipo Zipporah Sedio; Vimbi Petrus Mahlangu
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 5 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1988

Abstract

This case study explores the role of middle leaders in managing their emotional and physical health in middle schools of Gauteng Province, South Africa. Schools from grades 3 to 6 were purposively selected, and 13 middle managers, including 11 females and 2 males, were interviewed. The study highlights the challenges middle leaders face, such as increased workloads, stress, and maintaining work-life balance, and how these factors impact their overall health. Findings suggest that effective emotional and physical health, increased workload, lack of recognition and support, resources constraints and overcrowded classrooms as well as lack of emotional support affect the well-being of middle managers in schools. The study also provides insights into strategies middle leaders adopt to cope with these challenges, emphasizing the need for institutional support in promoting well-being among school leaders.
EXPLORING INCARCERATED STUDENT PRISONERS’ EXPERIENCES WITH DISTANCE MODE OF STUDYING Vimbi Petrus Mahlangu
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 4 (2024)
Publisher : CV. RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i4.1841

Abstract

The case study aimed to investigate the experiences of incarcerated students engaged in distance learning and the university's support efforts. Its objective was to guide future research and initiatives for better supporting this student group. The central inquiry was focused on understanding the challenges and benefits faced by incarcerated students participating in distance education. Through qualitative methods, data were gathered via in-depth interviews with 12 incarcerated students enrolled in a Namibian correctional facility's distance education program. The findings highlighted key themes such as the flexibility and independence provided by distance learning, enabling students to manage academic commitments alongside prison duties. Challenges noted included limited access to technology, internet disruptions, and difficulties in accessing learning materials. Furthermore, participants emphasized how distance education positively influenced their personal growth, skills development, and prospects for reintegrating into society post-incarceration. The study underscores the necessity of customizing distance education initiatives to meet the unique needs and constraints of incarcerated individuals, acknowledging the transformative potential of education within the prison environment.
Co-Authors Mpipo Zipporah Sedio