Explore publications.

Substance abuse remains a critical global issue with profound social and economic implications, including poverty, crime, unemployment, and chronic health conditions. In marginalised communities across Africa, substance use, and relapse pose persistent challenges, particularly among youth. Despite the availability of rehabilitation services, relapse rates remain high due to various psychosocial and structural factors. This study investigated the underlying causes of relapse among service users who have undergone substance abuse treatment in Kwaggafontein, Mpumalanga, South Africa. Employing a qualitative research method, data were collected through in-depth interviews with service users and social workers from rehabilitation centres (SANCA). The findings revealed that relapse is primarily driven by persistent drug cravings, emotional distress, peer influence, and limited developmental opportunities. These results underscore the urgent need for comprehensive relapse prevention strategies, including community-based education, aftercare programs, life skills development, and sustained emotional and psychological support for substance services users. The study further recommends incorporating stress management techniques such as mindfulness, assertiveness training, and the creation of strong support networks, facilitated by social workers, to enhance long-term recovery outcomes

This paper investigates the role of traditional leaders (Mahosi) in addressing gender-based violence (GBV) in the Vhembe District of Limpopo in South Africa. Grounded by Community-based social change theory (CBSC) and informed by gender theory and it explains how the Mahosi are dealing with GBV within cultural and social constructs of their own environments. Through qualitative interviews with ten Mahosi across five municipalities, the research identifies three key strategies: promoting community dialogue, applying cultural accountability mechanisms, and collaborating with formal service providers. While some Mahosi demonstrate transformative leadership by adapting traditional norms and supporting survivors, others reinforce patriarchal structures that may undermine justice and silence victims. The study also reflects on how hegemonic masculinity and gendered power relations influence these responses. Findings suggest that traditional leadership can be both a facilitator of justice and a barrier to gender equality, depending on the level of critical engagement and partnership with broader systems. The study contributes to ongoing discussions on culturally relevant GBV interventions and emphasises the need for capacity-building and policy alignment to ensure that traditional authority supports, rather than hinders, efforts to eliminate GBV.

Teachers’ job satisfaction and performance remain central to the success of any educational system. In community-based high schools, often characterised by limited resources, diverse student needs, and strong socio-cultural influences, the factors that shape teacher motivation and productivity can be significantly different from those in urban or well-resourced schools. Understanding these factors is essential for improving teaching quality, fostering retention, and enhancing student outcomes. This is a cross-sectional survey study that examined potential factors that affect job satisfaction and performance among teachers in a community setting in Iba New Site, Ojo Local Government, Lagos State, Nigeria. Structured questionnaire was used to obtain information from 60 teachers working in a selected high school in the community. The study assessed both monetary and non-monetary factors affecting participants in a high school environment. In respect to monetary factor, it was observed that majority of the participants were not satisfied or happy with their monthly salary, thereby negatively impacting on their commitment, job satisfaction and performance. Regarding non-monetary factors, certain factors such as job flexibility, teamwork, support from managers/management, training and development, promotion, job recognition and reward were examined. The findings from this study showed that job flexibility enhanced job satisfaction and performance of participants with over 43% of the participant reporting satisfaction (“good”) at the high school. Over 43% of the participants received very good support from their colleagues (teamwork), which enhanced their job satisfaction and performance. Sixty percent (60%) of the participants reported very good in terms of the level of support received from their managers/management. This is interesting as good leadership has been reported to significantly contribute to improving job satisfaction and performance among teachers in general. The study shows that majority of the participants reported “good” in terms of support provided by the management for continuing professional development (CPD) and training, and participants agreed that such training provided motivation for work, consequently enhancing job satisfaction and performance. It was observed in the study that 40% of the participants were satisfied with promotional exercise at the school and that the promotion exercise motivated them to perform their job better. Lastly, 40% of the participants reported that they were properly recognized and rewarded for job well done. Overall, this study showed that both monetary and non-monetary factors negatively and positively impacted on job satisfaction and performance of the participants in the selected high school. It is suggested that the management of the school should investigate these factors and come up with ways to address specific factors that would promote job satisfaction and performance as these could go a long way in enhancing quality of education at the school.

Internationally, the issue of gender equality in higher education has been a serious challenge, particularly in leadership roles. This issue has spread to African countries, including South Africa. Despite the implementation and adaptation of gender equity policies, such as the Employment Equity Act of 1998, women remain underrepresented in both support and academic leadership roles within South African institutions of higher education. Studies have been conducted in this area focusing on examining structural barriers, policy gaps, and gender representation. Still, few have synthesised women’s personal narratives across multiple sources using secondary qualitative data. This current paper exists to address that gap. It further revisits the concept of the glass ceiling by unpacking women's lived experiences of career progression across the sector in recent years. It uses a qualitative approach and relies on secondary data to examine how women experience and respond to institutional barriers. The data were analysed narratively to highlight personal stories, identities, and meaning-making processes of women navigating leadership. The paper found that women in higher education are skilled and committed, but they remain constrained by outdated institutional systems that offer symbolic inclusion and limited support, thereby preventing genuine access to leadership roles. Despite this invisible glass ceiling, women remain strong and resilient, living the meaning of “wathint’ abafazi, wathint’ imbokodo.” (A woman is a rock), they continue to push forward and lead even when the higher education system fails them. Therefore, it recommends that the Department of Higher Education and Training (DHET) strengthen the enforcement of gender equity policies through regular gender audits, leadership development programmes, and accountability mechanisms to promote authentic empowerment and sustainable transformation.

This study examines how practical theology and social work may collaborate to eradicate gender-based violence and femicides in South Africa. Faith communities can reinterpret religious teachings, criticise patriarchal behaviours, and help survivors spiritually and psychosocially. Social workers contribute to the problem through advocacy, trauma-informed treatment, therapy, psychoeducation, and community mobilisation. The study recommends church-based efforts, social work techniques, and a theological framework to combat GBV, help victims, and promote social change and inclusivity. The study supports advocacy, transformation, social justice, and reconciliation through social work and faith-based solutions. Practical theology can integrate spiritual care, advocacy, community-based rehabilitation, and psychosocial assistance with social work. This study uses a literature review to discuss femicide and gender-based violence (GBV) in South Africa through an interdisciplinary debate between Practical Theology and Social Work.

This literature-based study, titled “Sirha ra Wansati Rile Vukatini,” a Xitsonga word meaning “the strength or endurance of a woman lies in her marriage,” examines the contemporary variables influencing Tsonga women’s choices to persist in unsatisfactory marriages. This study examines the socio-cultural and economic background of Munghonghoma Village within the Greater Giyani Municipality, Mopani District, employing an exploratory qualitative methodology based on current literature regarding gender, culture, and marital dynamics among Tsonga women. Literature review findings indicate that Tsonga women frequently endure unsatisfactory marriages due to economic reliance, entrenched cultural norms, and apprehension regarding the social shame linked to divorce or separation. Emotional bonds with their spouses and apprehension for their children's welfare also influence their choices to remain. Literature suggests that several Tsonga women endure diverse forms of physical, mental, and financial abuse, which compromise their entire well-being. The study suggests that ingrained patriarchal practices, gender inequity, and restricted economic empowerment persist in perpetuating women's vulnerability inside marriage. It advises that governmental entities, religious organisations, and community stakeholders establish initiatives that foster women's empowerment, economic autonomy, and awareness of their rights to mitigate the normalisation of abuse condoned by the cultural ideal of “Sirha ra Wansati Rile Vukatini.”.

The issue of leadership styles, perceptions of employees, and culture within the organization of RMA was investigated. The study employed qualitative research with an interview of 15 participants at different levels of leadership. The results indicated the prevalence of transformational and servant leaders who increased engagement levels, trust, and feelings of ownership but made employees more responsible with fewer creative and morale levels at the transactions and autocratic levels. Quantitatively, the results showed an increase in employee engagement levels from 2022 (82%) to 2023 (85%), an increase in the perception of trust of employees with leadership levels (70% to 73.3%), and an increase in the perception of development of employees’ careers (65% to 70%). Finally, the study recommends that the development of employees’ leadership should take place in an organized manner with an official program of development of employees’ careers and that the standard of the leaders should remain consistent. Additionally, the study recommends that decision-making should take place with the participation of employees. Future research should involve bigger samples of the study.

Despite efforts made by the government and organizations with the intent of improving gender equality and promoting women’s participation at the highest levels of management within the financial sector and other male-dominated industries, women still lag significantly. This issue persists despite the prevalence of biases that affect their performance. This study examined the experience of female leaders working within the financial services sector of a South African organization with regards to the availability of access to mentoring and the glass ceiling phenomenon. A qualitative approach of research methodology was employed through the application of semi-structured interviews with an in-depth exploration of the opinions of nine female leaders. Themes were used to identify patterns that emerged with the application of this approach. The study results indicated that the female executives experience numerous difficulties that include inequality during the process of selecting employees, pay disparities between the female and male employees, lack of respect from their fellow workers or employees at their respective institutions of employment, as well as a lack of adequate mentoring programs. Women’s leadership journeys are affected by structural, cultural, and individual barriers. To foster the growth of female leaders, organizations should embrace solid gender equity initiative implementation and promote inclusive cultures at the workplace. This study’s results are useful in designing improved pathways of access and minimizing gender-related barriers within the male-dominated sector

Trust in public institutions has become a central governance concern in Southern Africa, where post-apartheid constitutional reforms were intended to strengthen accountability, protect rights, and consolidate democratic rule. South Africa, Zimbabwe, and Malawi offer contrasting trajectories of reform and institution-building, shaped by varying political settlements, judicial independence, and citizen expectations. Despite formal advances such as enhanced human-rights protections, electoral reforms, and new accountability institutions, survey evidence suggests declining public confidence in core state structures. This paper examines how constitutional reform episodes influence trust in institutions using a country-year panel from 2000–2020, drawing on Afrobarometer, V-Dem, and the World Justice Project’s Rule of Law Index. A difference-in-differences design identifies changes in institutional trust following reform events, while a synthetic control approach provides additional insight for early adopters. The analysis indicates that reforms improve trust only where rule-of-law institutions function credibly and where reform implementation is consistent. The results highlight the importance of judicial performance, electoral management capacity, and local governance quality. The paper concludes that future reforms must prioritise implementation and institutional coherence to restore trust across Southern Africa’s democracies.

Recurrent droughts, declining soil fertility, and environmental degradation continue to threaten food and nutrition security across the Sahel, particularly in Mali, Niger, Burkina Faso, and Chad. This study examines the linkage between drought events, land degradation, and household nutrition outcomes using a multi-level event–study framework. The analysis combines Demographic and Health Surveys data on child stunting and wasting with CHIRPS and ERA5 rainfall anomalies to identify drought years, complemented by FEWS NET food security classifications. Results reveal that severe rainfall deficits correspond to significant increases in child stunting and wasting rates, especially among rural households reliant on rainfed agriculture. Regression simulations show that a one–standard–deviation decline in seasonal rainfall raises the probability of moderate food insecurity by 6–9 percent, while areas with higher land degradation experience stronger effects. The findings stress the urgency of integrating drought early–warning data, soil restoration programs, and nutrition interventions to strengthen household resilience. Policy implications emphasize scaling up adaptive land management and targeted safety nets in chronically drought-prone zones.

This scoping review examines the role of Facebook posts and social media content as crucial evidence in crime exposure and investigation within the South African context, exploring the types of crimes documented, digital forensic methodologies, legal admissibility challenges, and ethical considerations. Following the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) framework, a comprehensive literature search was conducted across multiple databases, including SciSpace, Google Scholar, and PubMed, covering publications from 2015 to 2025. The review included peer-reviewed articles, case studies, legal analyses, and policy documents related to social media evidence in criminal investigations, with a specific focus on South African cases and contexts. The review identified 97 relevant sources spanning multiple crime categories where Facebook posts serve as evidence, including murder cases, sexual exploitation, fraud, harassment, and organised crime. Key findings reveal that while social media evidence is increasingly utilised by the South African Police Service (SAPS), significant challenges persist regarding authentication, chain of custody, legal admissibility, and privacy concerns. High-profile cases such as the Thabo Bester investigation and viral crime videos from platforms like Facebook demonstrate both the potential and limitations of social media as evidentiary material. Digital forensic methodologies have evolved to address platform-specific challenges, though resource constraints and training gaps affect implementation in South African law enforcement. Facebook posts have become indispensable tools for crime exposure and investigation in South Africa, serving dual functions as both primary evidence and intelligence sources. However, the evidentiary value is contingent upon proper collection, preservation, authentication, and adherence to legal standards. Recommendations include developing standardised protocols for social media evidence collection, enhancing digital forensic capacity within SAPS, clarifying legal frameworks for admissibility, and balancing investigative needs with privacy rights. Future research should examine the long-term impacts of social media surveillance on community trust and explore technological solutions for verifiable evidence preservation.

The World Health Organization’s recommendation of exclusive breastfeeding (EBF) of babies within the first six months of life has been considered a milestone for enhancing the survival rate of the children and the well-being of the mothers. The adoption of EBF among South African mothers, however, remains a concern since it has not yet attained the recommended standards globally. This was a quantitative cross-sectional study undertaken among 399 mothers of children between the ages of 6 and 24 months who accessed immunization services at three clinics that were selected using a random sampling procedure. The study employed systematic sampling to get the subjects. Data collection used a structured questionnaire that focused on the level of knowledge, practices, and factors inhibiting the practice of EBF. There was a good level of maternal knowledge of EBF, with 98.2% having good knowledge, mostly attained through interaction with healthcare providers. All mothers practiced breastfeeding, but only 19.1% breastfed immediately after delivery. There was poor compliance with EBF, yet the majority (60%) introduced nothing but breast milk, although a large proportion (35.6%) introduced formula feeds and solid foods before the age of six months. There were no significant relations between knowledge and both socio-demographic and other factors (all p>0.05). The predominant factors that hindered the practice of EBF included reduced maternal autonomy (16.3%), fear of breasts sagging (6.8%), fear of low milk production (6.0%), maternal illness and preterm delivery, work constraints, and a lack of involvement of the father (35.6%). Despite high levels of maternal knowledge of EBF, there are a number of personal, cultural, and societal factors that exist that serve to impede the achievement of optimal practices. It is recommended that strategies be focused on the enhancement of supportive factors—principally paternal participation—fostered breastfeeding support at work, and concertedly addressed maternal counselling, targeted towards those experiencing difficulties related to maternal health and confidence.

Murders and attacks against women and youth are rising in rural South Africa. The Department of Cooperative Governance and Traditional Affairs (COGTA) enables chiefs and headmen to maintain peace and order; however, violence suggests that traditional authorities and professional law enforcement rarely operate in tandem. This study examines the challenges and provides recommendations on how traditional leadership can foster sustainable crime prevention in the Amathole District of the Eastern Cape Province. A qualitative study design was used to conduct semi-structured interviews with fifteen (15) chiefs, headmen, and ward committee members from varied rural communities in the district. Thematic analysis identified leadership engagement, community participation, and local crime-fighting strategies. Traditional leaders play a crucial role in rural administration, possessing moral and cultural authority that can be leveraged for social control and early intervention. However, insufficient cooperation with the South African Police Service (SAPS), limited resources, and a lack of institutional recognition for community safety initiatives, such as village night patrols and Community Policing Forums, limit their capacity. When urban migrants return home for holidays, crime rates, notably violent assaults and gender-based violence, climb, showing that social dislocation and alcohol consumption worsen tensions. The Chiefs agreed to work with SAPS on community awareness, customary punishments, and CPF reactivation. The study found that rural safety requires a hybrid crime prevention paradigm that combines state and customary authority. Integrating COGTA's governance structure with community-based policing could boost rural resilience, trust, and accountability. The study highlights indigenous governance as a social sustainability mechanism in rural South Africa, supporting Sustainable Development Goal 16 (Peace, Justice, and Strong Institutions).

Maintaining discipline is a critical aspect of effective teaching and learning in South African secondary schools. Despite being legally abolished, corporal punishment continues to be used, raising concerns about teacher misconduct and learner well-being. This study explores the perspectives of school management teams (SMTs) on the continued use of corporal punishment. Employing a qualitative approach within an interpretative paradigm, data were collected through interviews with one principal and two deputy principals from two schools. Findings highlight significant challenges associated with corporal punishment, including learner trauma, increased bullying, declining academic performance, and absenteeism. The study recommends that schools adopt alternative disciplinary strategies while actively engaging parents in supporting teachers’ professional development on managing learner behaviour, thereby balancing discipline with learners’ rights.

This study examines the efficacy of primary school admission policies in ensuring equitable access to education and upholding the right of parental choice. Anchored in the principles of the United Nations Convention on the Rights of the Child (UNCRC, 1989), which affirms every child’s right to non-discriminatory and inclusive education, and the UNESCO Education 2030 Framework for Action, which emphasizes equity and quality education for all, the study investigates how admission policies are implemented in South African primary schools. A qualitative research design was employed, using semi-structured interviews with principals, School Governing Body (SGB) members, and admission committee representatives from two purposively selected primary schools in Free State schools. The study explored how these stakeholders interpret and apply the South African Schools Act (SASA) admission policy, the challenges they encounter, particularly regarding age eligibility and how these policies affect both fairness and parental choice. Findings indicate that limited understanding of the SASA policy among SGB members often results in inconsistent implementation and potential inequities in learner admission. The study recommends targeted capacity-building initiatives, such as workshops and policy orientation sessions, to strengthen policy alignment and uphold the principles of transparency, inclusivity, and the right to education as articulated in national and international frameworks.

The National Health Insurance (NHI) program in South Africa is a premier reform initiative aimed at attaining Universal Health Coverage. Nonetheless, its performance is largely contingent upon proficient management of project stakeholders throughout all stages of the program life cycle. Principal stakeholders express significant apprehensions over the policy revision and implementation procedure. This study aimed to identify program stakeholders and evaluate the degree to which the National Department of Health (NDoH) implemented project stakeholder management methods during the design and initial execution of the NHI. A qualitative, exploratory research design was utilised, utilising secondary data derived from document analysis. Primary data was obtained using a combination of semi-structured interviews and electronically distributed questionnaires with representatives from five principal stakeholder groups: private health insurers, professional organisations, regulators, and a governmental oversight agency. Despite the existence of a roadmap for NHI implementation, thematic analysis indicated that the stakeholder management strategy employed did not adhere to recognised project management standards. Findings reveal deficiencies in the NDoH stakeholder engagement strategy, including selective consultation, inconsistent response, inadequate openness, and ineffective communication and feedback systems, all of which erode confidence and hinder consensus-building. Comparative analyses from Nigeria and Thailand illustrate the significance of inclusive, partnership-oriented governance frameworks for the implementation of extensive health reform initiatives. The study indicates that enhancing stakeholder identification, analysis, and effective engagement tactics is crucial for the NHI's legitimacy and long-term viability. Utilising private sector knowledge is crucial throughout the whole program life cycle. The study is constrained by the lack of engagement from the NDoH, which hinders the triangulation of stakeholder perspectives.

COVID-19 is an illness associated with severe respiratory conditions, including pneumonia. Its widespread impact disrupted educational systems internationally. In South Africa, schools were provisionally closed as a preventive measure to limit the spread of the virus, leading to important changes in teaching and learning practices. This study aimed to investigate how COVID-19 impacted the management of teaching and learning strategies in secondary schools within the Hlanganani North Circuit of Vhembe District. A qualitative research approach was adopted, utilising interviews, observations, and document analysis to gather data. Participants were chosen through purposive sampling and included three principals, three deputy principals, and three departmental heads, all serving as members of their respective school management teams. The study focused on three schools, with each school contributing one principal, one deputy principal, and one departmental head. The findings revealed that school leaders come across difficulties in adopting new teaching approaches, largely due to limited technological skills and knowledge. Important challenges identified included inadequate training and a lack of resources, which hindered the ability to sustain effective teaching and learning during the COVID-19 pandemic. The study recommended that the Department of Education should distribute resources and invest in the necessary infrastructure needed to support the digital transformation of education. It also concluded that providing training opportunities would help school managers strengthen their knowledge and skills associated with effective teaching and learning

South Africa's commitment to equitable education necessitates the adoption of inclusive practices that address the diverse needs of learners. Instructional leaders, including principals, deputy principals, and department heads, play a crucial role in integrating inclusive education strategies into school curricula and in implementing inclusive practices to enhance learner performance. The study examines how instructional leaders foster inclusive educational environments that promote academic success for all learners. The research employs a qualitative methodology to adopt the transformative leadership theory, emphasising equity, social justice, and systemic transformation. A multiple-case study design facilitated an in-depth understanding of leadership practices across varied school contexts. Data collection methods encompass semi-structured interviews. The research selected instructional leaders from primary and secondary schools in Limpopo Province. Anticipated findings suggest that leaders who demonstrate collaborative, visionary, and supportive leadership styles are more effective in promoting inclusive education strategies, thereby enhancing learner engagement and performance. However, limited resources, inadequate professional development, and resistance to change may hinder the successful adoption of inclusive practices. The study will recommend forming collaborative learning communities and strategically allocating resources to bolster inclusive education initiatives. The instructional leaders' capabilities enable schools to create more inclusive environments that cater to the diverse needs of all learners.

This study critically examines an educator’s response to student passivity and reduced engagement in online learning during the COVID-19 pandemic, drawing on collaborative action research conducted with a team of module facilitators. The sudden shift to remote instruction introduced significant pedagogical challenges, particularly in under-resourced higher education institutions in South Africa, where digital access limitations and reduced student participation negatively impacted learning outcomes. Using a retrospective collaborative autoethnographic approach, the study reflects teaching practices during this period, highlighting the complexities of encouraging active participation in virtual environments. Based on observed data, the analysis questions the effectiveness of targeted interventions—including structured peer interaction, real-time feedback, and personalised check-ins—aimed at increasing student engagement and reducing disengagement. Through repeated cycles of reflection and adaptation, the educator emphasises the importance of collegial collaboration in improving online teaching methods. The findings deepen understanding of engagement patterns in remote learning and offer practical insights for improving pedagogical responsiveness in resource-limited settings.

The purpose of this study is to examine the challenges faced by school principals in rural South African secondary schools when implementing School Improvement Plans (SIPs). The study is guided by the theory of instructional leadership, which views principals as key drivers of teaching and learning. Instead of assuming that principals effectively fulfil their catalytic role, the study explores the persistent implementation gap that constrains meaningful school improvement. A qualitative multiple-case study design was employed, drawing on semi-structured interviews and document analysis of school improvement plans. Five principals were selected through convenience sampling. Using qualitative content analysis, the findings reveal that principals experience significant difficulties in translating SIP policies into practice, mainly due to limited capacity, contextual barriers, and inconsistent support from district officials. District monitoring systems were found to be weak, with officials struggling to enforce adherence to policy guidelines or to provide timely, targeted interventions. The study concludes that without sustained professional support, regular supervision, and strengthened accountability structures, principals remain unable to drive the intended improvements in teaching and learning. These insights underscore the need for additional research on strategies to bridge the SIP implementation gap in under-resourced educational contexts.