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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Saltiel Khololo Collen Mataboge
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Religion Humanities Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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INVESTIGATING BARRIERS PRINCIPALS ENCOUNTER EXECUTING RIGHTSIZING AS A WHIP FOR TEACHERS IN SCHOOLS Saltiel Khololo Collen Mataboge
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 6 (2024): November
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i5.1983

Abstract

The purpose of this conceptual paper is to investigate the barriers school principals encounter when executing rightsizing as a punishment for teachers. The main question guiding the study is: What are the challenges and implications of utilizing rightsizing as a punishment in schools? Employing a qualitative approach, the study reviews recent scholarly literature to explore the complexities of this issue. An interpretive paradigm is adopted to gain deeper insights into the perceptions surrounding rightsizing as a disciplinary strategy. Findings suggest that using rightsizing in this manner negatively affects teacher morale, job satisfaction and the general school environment fostering notions of inequity and lack of administrative support. This study contributes to existing knowledge by highlighting the adverse effects of punitive rightsizing and informing policy and leadership practices. Limitations include potential biases in the reviewed literature and the case study's context which may not be applicable to all settings.
EXPLORING ROLES OF PARENTAL INVOLVEMENT REGARDING SCHOOL-BASED VIOLENCE PREVENTION STRATGIES IN PRIMARY SCHOOLS Saltiel Khololo Collen Mataboge
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 1 (2025): January
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i1.2060

Abstract

This conceptualized paper sought to investigate the significance of parental involvement in school-based violence prevention strategies within the context of primary schools. The main research question guiding this study is: “What role does parental involvement play in shaping and enhancing school-based violence prevention strategies in primary schools?” This paper utilizes a qualitative approach which draws extensively from the review of scholarly books and articles (2018-2024) within the myriad of fields as data collection techniques. The interpretive paradigm is employed to analyse the collected data, allowing for a deeper insight of the complex dynamics between parental involvement and school-based violence prevention strategies. The findings of this study highlight the pivotal role of parental involvement in fostering safe and supportive school environments. The significance of this study lies in its potential to inform policymakers, the leadership and administrators about good practices which advocates for greater collaboration between schools and parents in mitigating issues of violence prevention.
EXAMINING CHALLENGES NOVICE FEMALE PRINCIPALS ENCOUTER REGARDING TEACHER ATTRITION: RURAL PRIMARY SCHOOLS Saltiel Khololo Collen Mataboge; Mapula Rebecca Mabusela
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 5 No. 1 (2025): January
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v5i1.2062

Abstract

This conceptualized paper sought to examine the challenges novice female principals encounter regarding teacher attrition in rural primary schools. Teacher attrition, particularly in rural areas poses a significant threat to the stability and performance of schools. The main question guiding this study is: What are the key challenges that novice female principals face in managing teacher attrition in rural primary schools? A qualitative approach is adopted, encompassing an intensive review of scholarly books and articles from (2018-2024) on the topic under discussion. An interpretive paradigm is utilized to understand the academic perspectives focusing on principals in their unique rural contexts. Findings revealed that novice female principals face multiple challenges which include limited resources, professional isolation, lack of mentorship and cultural dynamics that exacerbate teacher turnover. In addition, inadequate support from local education authorities further complicates their ability to retain staff. The significance of the study lies in its potential to inform policy and leadership training programs designed to the needs of female principals within the rural settings. Limitations include the exclusive reliance on literature-based data which may require future empirical studies to validate the findings. The study highlights the need for targeted strategies to support novice female principals in mitigating teacher attrition and enhancing school stability
EXPLORING STRATEGIES FOR ENHANCING PARENTAL PARTICIPATION AND INFLUENCE IN SCHOOL DECISION-MAKING PROCESSES: A CASE OF PRIMARY SCHOOLS Saltiel Khololo Collen Mataboge
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 1 (2024): January
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i1.1480

Abstract

The purpose of this conceptual paper is to explore strategies for enhancing parental participation and influence in school decision-making processes, focusing specifically on primary schools. The main research question guiding this study is: How can parental participation and influence in school decision-making processes be effectively enhanced? This qualitative study draws upon a comprehensive review of scholarly books and articles, forming the cornerstone of the research. Data collection is conducted through qualitative methods aligned with the interpretive paradigm, allowing for an in-depth exploration of parental perspectives and experiences in school decision-making. Findings from this study highlight the importance of fostering meaningful partnerships between schools and parents to promote collaborative decision-making. Parents' active involvement in decision-making processes not only enhances school governance but also contributes to improved student outcomes and overall school effectiveness. The significance of this study lies in its potential to inform the development and implementation of strategies aimed at enhancing parental participation and influence in school decision-making processes. When recognizing parents as valuable stakeholders in the education system, schools can leverage their insights, expertise, and diverse perspectives to make more informed and inclusive decisions. Educators, policymakers, and school leaders are urged to foster a culture of partnership and collaboration between schools and parents. These recommendations emphasize the importance of communication, transparency, and meaningful engagement to ensure that parents are empowered to play an active role in shaping the educational experiences of their children.
Co-Authors Mapula Rebecca Mabusela