Vol 44, No 2 (2024)

Table of Contents


Do words matter: Investigating the association between linguistic features of accounting examinations and marks Abstract PDF
Juan Mendelsohn Ontong 8 pages
Analysis of the implementation of education democracy in Indonesia (regulations, models, problems, and future prospects) Abstract PDF
Sembodo Ardi Widodo 10 pages
Do textbooks reflect learners’ diversity? A case study of Grade 4 English and life skills textbooks Abstract PDF
Lucy Sibanda, Tracey Herman 10 pages
Establishing reliability and construct validity for the revised Emotional Social Screening Tool for School Readiness (E3SR-R) Abstract PDF
Lauren Koopman, Erica Munnik, Emma Wagener, Mario Smith 11 pages
Strategies employed by education managers in managing and resolving conflicts in the Bulawayo Metropolitan province schools, Zimbabwe Abstract PDF
Victor C Ngwenya 11 pages
Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools Abstract PDF
Sindiswa S Zondo, Vusi S Mncube 10 pages
Primary school principals’ experiences of the implementation of educational policy change Abstract PDF
Goodness Tshabalala, Maitumeleng Nthontho 8 pages
The expectations of parents of secondary school students about leadership of school principals Abstract PDF
Mesut Demirbilek 14 pages
Leadership and context for the improvement of quality education in socio-deprived school contexts Abstract PDF
Jan Heystek, Melese Shula 14 pages
Developing quality schools: A content analysis of principals’ practices, stressors, and support factors Abstract PDF
Innocent Kwame Bedi, Hasso Kukemelk, Emanuele Bardone 13 pages
Resource inadequacy as a barrier to effective curriculum implementation by life sciences teachers in South Africa Abstract PDF
Dayce Makakole Chuene, Florah Moleko Teane 10 pages
The effect of distance education practices during the COVID-19 pandemic on mathematics and geometry teaching Abstract PDF
Zeynep Yıldız 13 pages
Instructional time as social time: Teachers’ curriculum literacy and expertise in teaching mathematics Abstract PDF
Mzamani Jully Mdaka, Maropeng Modiba 8 pages
A national survey on the peritraumatic effects of the COVID-19 pandemic on South African teachers: A cross-sectional study Abstract PDF
Simangele Mayisela, Tshepo Tlali, Sibusiso Mkwananzi, Phindile Mayaba 17 pages
Strategies to support rural-based schools in teaching and learning during COVID-19: The case of the Maune circuit in the Capricorn North district Abstract PDF
Masilo Lucas Mangena, Khashane Stephen Malatji 8 pages
The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe Abstract PDF
N. Dube, P. Higgs 11 pages

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SA Journal of Education is hosted at the University of Pretoria, Faculty of Education