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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Simki Pedagogia
Mutseekwa, Christopher
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Abstract

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth.  This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review
The Internationalisation of Southern Africa Development Community’s Higher Education Curriculum Chikuvadze, Pinias; Permana, Erwin Putera; Mutseekwa, Christopher
Jurnal Simki Pedagogia Vol 8 No 2 (2025): Volume 8 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i2.1095

Abstract

Southern African Development Community (SADC)’s internationalization of higher education curriculum presents substantial opportunities and challenges. This paper explores the multifaceted process of integrating global perspectives into the curriculum of higher education institutions across SADC region. The 62 journal research papers, selected through purposive sampling, were obtained from databases including Scopus, DOAJ, DHTE, and WoS. Using citation analysis and keyword co-occurrence, the paper explores key themes, trends and influential studies, articulating the discourse concerning opportunities and challenges around the internationalisation of SADC’s higher education curriculum. It identifies opportunities, which include enhanced global competitiveness, collaborative partnerships, cultural exchanges, innovation in research and supportive policy development. However, the paper also highlights policy inconsistency, resource constraints, quality assurance and cultural differences. The findings underscore the potential of internationalized curricula to enhance SADC’s higher education quality and relevance. Ultimately, this contributes to the region's socio-economic growth and global integration. In conclusion, the SADC region’s internationalization of higher education curriculum presents mutually significant opportunities and distinguished challenges. To maximize the benefits of internationalization, a concerted effort is required from member states to work together to create an enabling environment for international cooperation and exchange such that higher education institutions can unlock their full potential.
Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Abstract

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth.  This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review
Co-Authors Chikuvadze, Pinias Erwin Putera Permana Makuvire, Claretah Zuva, Joseph