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All Journal Humanika : Kajian Ilmiah Mata Kuliah Umum Journal of Honai Math Indonesian Journal of Learning Education and Counseling Asatiza: Jurnal Pendidikan Studies in Learning and Teaching Managere: Indonesian Journal of Educational Management Sukma: Jurnal Pendidikan
Agyeman, Nana Yaw Brenya
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Deep learning in high schools: exploring pedagogical approaches for transformative education Agyeman, Nana Yaw Brenya
Humanika: Kajian Ilmiah Mata Kuliah Umum Vol. 24 No. 2 (2024): Humanika: Kajian Ilmiah Mata Kuliah Umum
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/hum.v24i2.71350

Abstract

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students' learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners. 
Teachers' perspectives on the challenges of teaching mathematics in South Africa Agyeman, Nana Yaw Brenya; Thami Isaac Makhoba; Nomxolissi Mitsi; Avela Ngqungunza; Lunglwa Nqoma; Shakespear Chiphambo
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.865

Abstract

This study addresses the persistent challenges encountered by South African teachers in mathematics instruction at the intermediate phase level. It specifically explores teachers' perceptions of the factors that hinder effective mathematics teaching in intermediate-phase schools within the Chris Hani District. The primary objective of the study was to examine teachers’ perspectives and the contextual conditions influencing instructional practices, with the aim of informing targeted interventions. A qualitative research approach was employed, utilizing a phenomenological design to explore the lived experiences of the participants within their cultural and social contexts. Purposive sampling was used to select eight participants with substantial experience in teaching at the intermediate phase level. Data were collected through semi-structured interviews, which provided a balance between flexibility and depth, allowing for the exploration of participants’ insights. Thematic analysis was conducted to identify recurring themes and patterns within the data. One of the key findings was that teachers struggled to meet the individual learning needs of students. Participants also expressed concerns about the unrealistic demands of the curriculum and emphasized the urgent need for curriculum reform. These challenges highlight the necessity of implementing strategies to enhance the quality of mathematics teaching. The study recommends increased investment in professional development programs focused on mathematics education and calls for curriculum reform initiatives led by educational authorities to address teachers’ concerns, particularly regarding workload. In addition to improving instructional practices, these reforms should address broader systemic issues that impede effective mathematics instruction. Overall, this study contributes to the growing body of knowledge on the challenges facing mathematics education in South Africa and underscores the need for contextually responsive policy interventions.
ENHANCING INSTRUCTIONAL OUTCOMES THROUGH THE TRANSFORMATIONAL- INSTRUCTIONAL LEADERSHIP MODEL Agyeman, Nana Yaw Brenya; Aphane, Vanessa
SUKMA: Jurnal Pendidikan Vol. 9 No. 1 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09105.2025

Abstract

School leadership as a discipline continues to recognise the important role of transformational and instructional leadership models (TILM) in enhancing teaching and learning in schools. This leadership model has proven effective in creating a supportive school environment, even in the face of challenges. This study aims to explore how TILM can improve instructional outcomes in schools. Using a qualitative approach and a case study design, the research gathered insights into the experiences and perceptions of participants. Eight individuals were purposively selected from a school, and data was collected through semi-structured interviews. Thematic analysis was employed to identify patterns and themes in the data. The findings indicate that transformational and instructional leaders establish and communicate clear visions and goals to foster collaboration and improvement. However, challenges such as resistance to change and increased workloads can hinder the achievement of these visions and goals. Additionally, while professional development and training empower educators, their effectiveness largely depends on how well they equip teachers to apply theory to practice. These findings highlight the significant role that transformational and instructional leadership plays in enhancing instructional practices within schools. The research suggests that schools should prioritise the implementation of the TILM model to improve teaching and learning outcomes. Ultimately, this study contributes to a deeper understanding of the TILM model's impact on enhancing learning outcomes in educational settings.
Enhancing teaching and learning in schools through instructional leadership: South African perspective Aphane, Venessa; Agyeman, Nana Yaw Brenya
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2261

Abstract

This qualitative case study examines instructional leadership's role in enhancing education quality in South African schools, where persistent learner underperformance reflects systemic challenges. Despite the Department of Basic Education’s reports highlighting widespread underperformance, limited research explores how school leaders address these issues. Focusing on a public secondary school, the study purposively sampled eight school leaders, employing semi-structured interviews to gather data. Thematic analysis revealed that effective instructional leadership strengthens curriculum alignment and resource allocation, with principals serving as pivotal actors. However, gaps persist in leadership practices, necessitating targeted improvements. Key strategies include adopting learner-centered pedagogies, fostering teacher autonomy, and cultivating supportive learning environments. The findings underscore the urgency of prioritizing instructional leadership to mitigate systemic inefficiencies and improve knowledge acquisition. This study contributes to the discourse on educational leadership in low-performing contexts, advocating for policy and practice reforms to address South Africa’s declining education outcomes.
The Impact of Continuous Professional Teacher Development on Teacher Engagement Levels in Private Family Schools in South Africa Masha, Anthony Kambi; Agyeman, Nana Yaw Brenya
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.588

Abstract

This was a case study that used a quantitative research approach to gauge educators’ perspectives on how management engages them in continuing professional teachers’ development (CPTD) in private family business schools (PFBSS). The study is set against the background that educators need to be engaged in their jobs for students to excel. However, literature suggests that engagement levels of educators are low in South Africa. A notable reason amongst them is the lack of CPTD. This ensures that schools provide education as a core building block in making South Africa a successful country. Without good schools that prepare young people for the world of work, the problems South Africa faces will remain intractable. Poor results impact the non-actualisation of the Millennium Development Goals, Sustainable Development Goals, National Development Plan, and the African Union’s Agenda 2063. This study examines the link between school-level support and engagement. This is an area that has received little attention in South Africa. The study utilised a non-experimental research design and a positivist paradigm to collect data through structured questionnaires and test the hypothesis using inferential statistics and non-parametric analysis techniques. The study revealed that CPTD predicts engagement levels of educators in PFBSS. The study recommended that educators should be exposed to CPTD sessions often to capacitate them. The study concluded that management in PFBSS should not ignore the human resources development aspect of CPTD.
Integrating Pedagogical Innovation and Strategic Management: Remediation Frameworks for Economics Education in South African Schools Agyeman, Nana Yaw Brenya; Aphane, Venessa
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1011

Abstract

This study explores effective remediation strategies that economics teachers can use to enhance students’ understanding and performance in South African schools. The research specifically examines how management practices, such as resource allocation, lesson planning, and teacher support, influence teaching effectiveness. A qualitative case study design was employed, involving 20 purposively selected experienced economics teachers from selected schools. Data were collected through semi-structured interviews and were analysed thematically to identify patterns in teaching and management strategies. Findings indicate that active learning, real-world applications, and context-sensitive teaching methods significantly improve students’ comprehension of economics. Additionally, effective school management—coordinating resources, monitoring student progress, and providing professional development—supports teachers in addressing learning challenges. These strategies help bridge gaps in understanding and foster higher student performance. The study highlights the importance of integrating innovative pedagogical approaches with strong management practices to enhance learning outcomes. Policymakers are encouraged to allocate resources strategically to address socioeconomic disparities and support schools in implementing both teaching and management improvements. By combining pedagogical innovation with effective educational management, this research provides actionable insights for enhancing economics education in South Africa.
Resilient Economics Education Ecosystem: A Scoping Review of Teaching and Learning Strategies in South African Schools Agyeman, Nana Yaw Brenya; Menu, Elijah Osei
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3310

Abstract

The study explores strategies to foster a resilient Economics education ecosystem that addresses resource limitations and capacity constraints in South African schools. Economics education faces systemic, pedagogical, and contextual challenges that reduce instructional quality. This hinders student engagement and limits the development of critical thinking skills. Strengthening the educational ecosystem is therefore critical to improving teaching and learning outcomes. This study employed a systematic review of coping strategies, mapping peer-reviewed articles, grey literature, and reports published between 2020 and 2025. A total of 40 studies met the inclusion criteria and were analysed to identify patterns in factors influencing Economics instruction. Findings highlight the centrality of teacher expertise, supported by ongoing professional development and collaboration, in enhancing instructional resilience. Adequate infrastructure and learning resources facilitate students’ conceptual understanding, while inequalities in schools constrain learning conditions. Effective leadership and adherence to policy further support instructional delivery, motivation, and curriculum implementation. The study concludes that a resilient instructional ecosystem requires coordinated support across its components to strengthen classroom and school environments and enhance students’ understanding of Economics content. These insights inform instructional and policy strategies, guide resource allocation, and promote innovative pedagogies. The study contributes to sustainable, high-quality Economics education in South African schools.
Co-Authors Aphane, Vanessa Aphane, Venessa Avela Ngqungunza Lunglwa Nqoma Masha, Anthony Kambi Menu, Elijah Osei Nomxolissi Mitsi Shakespear Chiphambo Thami Isaac Makhoba