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All Journal EDUCATIO : Journal of Education Jurnal Eduscience (JES)
Peter Babajide Oloba
University of Johannesburg
Education Environmental Science Social Sciences Other

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Exploring the Causes and Physical Manifestations of Glossophobia among University Students Peter Babajide Oloba; Andani Tshidzumba; Lineo Nkabane-Sekopo
EDUCATIO : Journal of Education Vol 10 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

This study investigates the causes and physical manifestations of glossophobia among university students, with a focus on the University of Johannesburg. The aim is to identify the underlying causes of glossophobia and explore its physical symptoms in students. Adopting a qualitative research design within a constructivist paradigm, the study uses a phenomenological approach to capture the lived experiences of students. Ten participants with self-reported glossophobia were selected through purposive sampling, and data were collected via semi-structured interviews. The data were analyzed using qualitative content analysis. The results indicate that glossophobia is primarily triggered by factors such as inadequate preparation, fear of judgment, fear of failure, perfectionism, and xenoglossophobia. These factors lead to physical symptoms, including hand shaking, voice trembling, increased heart rate, sweating, and shortness of breath, which significantly impair students' public speaking abilities. Based on these findings, the study recommends several interventions to mitigate glossophobia, such as organizing public speaking workshops, creating peer support networks, promoting relaxation and mindfulness techniques, encouraging gradual exposure to public speaking, offering professional counseling, and raising awareness about glossophobia and mental health. These measures aim to alleviate anxiety, boost confidence, and create a supportive environment for students. Addressing glossophobia can enhance students' academic experiences, improve communication skills, and promote overall well-being.
EXPLORING TEACHERS’ CHALLENGES IN ENGAGING WITH ONLINE COMMUNITIES FOR CONTINUING PROFESSIONAL DEVELOPMENT Peter Babajide Oloba; Tendayi Dzinoreva
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9133

Abstract

Purpose – This study aimed to explore the challenges teachers experience when engaging in online communities for CPD, with particular focus on how these challenges influence teacher identity and voice.Methodology – A qualitative research approach, grounded in a constructivist paradigm, was adopted. Data were collected from 100 teachers through an open-ended questionnaire, followed by semi-structured interviews with 20 purposively selected participants. The data were analyzed using thematic analysis.Findings – The findings revealed six key challenges: internet connectivity, information overload and misinformation, inadequate digital skills, time constraints, contextual disconnect, inadequate diversity, and lack of leadership support. These findings demonstrate that while online CPD offers opportunities for collaboration and professional growth, structural, technological, and institutional barriers limit active participation, knowledge construction, and identity development.Contribution – This study contributes to the understanding of online CPD by critically highlighting how structural, technological, and institutional barriers shape teachers’ engagement, identity, and voice in digital professional learning spaces. It extends the Communities of Practice framework by demonstrating that participation in online environments is contextually constrained and uneven, rather than inherently inclusive. Furthermore, the study provides practical and policy-relevant insights for designing more equitable, context-responsive, and supportive online CPD systems.
Co-Authors Andani Tshidzumba Lineo Nkabane-Sekopo Tendayi Dzinoreva