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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Boledi Melita (Masehela) Moloto
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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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EXAMINING PRINCIPALS’ OBSERVATIONS ON LEARNERS’ PROGRESSION IN SOUTH AFRICAN SECONDARY SCHOOLS Boledi Melita (Masehela) Moloto; Joseph Pardon Hungwe; Tabudi Tarch Tauatswala; Mr Tjatji Victor Letsoalo
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.v4i6.2029

Abstract

The purpose of the article was to examine principals’ observations on learner progressions in South African secondary schools. In attempting to understand this learning phenomenon, this article endeavors to understand principals’ observations on learner progressions in secondary schools. The research that underpinned this article adopted a qualitative approach, thereby employing semi-structured interviews as a means of data collection with secondary school principals in the rural areas of Limpopo and the North-West Provinces. The research undertaken adopted an interpretive paradigm in analysing the collected data. A proficient transcriber transcribed the audio-recorded interviews verbatim, and the researcher was provided with notes for interpreting the data. In relation to progressed learners, the interviewed secondary schools’ principals regard learner progression as a challenge to schools because it affects the school results throughout the year. Even though some progressed learners seem to be eager to work hard and improve their results, most of them have already lost hope in the pursuit of their academic career. School principals’ efforts to adjust to this policy do not yield positive results, and most of them wish that this progression policy should either be revised or be done away with. Principals have realized that some teachers are also demoralized by this fruitless departmental intervention, and their teaching progress is delayed by the progressed learners. Principals felt that they are trapped into this ever-challenging situation in such a way that they wish they could have been in a position of doing away with the progression policy.
Co-Authors Joseph Pardon Hungwe Mr Tjatji Victor Letsoalo Tabudi Tarch Tauatswala