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All Journal Studies in Learning and Teaching Journal of Integrated Elementary Education
Khumalo, Nontobeko Prudence
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District Nyawo, B G; Buthelezi, Alan B; Khumalo, Nontobeko Prudence; Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.20495

Abstract

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.
Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District Nyawo, B G; Buthelezi, Alan B; Khumalo, Nontobeko Prudence; Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i1.20495

Abstract

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.
Educator and Student Experiences of AI Integration in Higher Education Pedagogy Mpofu, Phumuzani; Machingauta, Tatenda Thelma; Khumalo, Nontobeko Prudence
Studies in Learning and Teaching Vol. 6 No. 3 (2025): December
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i3.748

Abstract

This study explored educators’ and students’ experiences of integrating artificial intelligence (AI) in higher education pedagogy. Guided by Sociotechnical Systems Theory (STS) and the transformative paradigm, it examined how AI influences teaching, learning, and assessment while raising issues of equity, ethics, and academic integrity. Using a qualitative phenomenological design, data were collected through semi-structured interviews, focus group discussions, and reflective journals from 26 participants, including students, lecturers, and academic leaders. Thematic analysis identified seven themes: enhanced efficiency and professionalization; curriculum and assessment transformation; originality and academic integrity concerns; digital divide and fairness; critical thinking and independent learning; institutional preparedness and ethics; and responsible, inclusive integration. Participants acknowledged AI’s capacity to improve productivity, accessibility, and learning support but cautioned against overreliance, inequities, and ethical uncertainties. The study highlights the need for ethical AI literacy, institutional preparedness, and equitable access to technology. Its novelty lies in combining educator and student perspectives to reveal how human and technological systems co-evolve within the digital transformation of higher education.
Co-Authors Ajani, Oluwatoyin Ayodele Buthelezi, Alan B Machingauta, Tatenda Thelma Mpofu, Phumuzani Nyawo, B G