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Play-based learning is a pedagogical approach that emphasises the use of play in promoting multiple areas of children’s development and learning. Free and guided play are two types of play-based learning that guide early learning. The children acquire concepts, skills, and attitudes that lay the foundation for lifelong learning through play pedagogies. Exposing learners to a rich vocabulary through reading, story-telling, and social interaction is key in play-based learning. This research aimed to explore the impact of play-based learning on the development of children in mobile Early Childhood Care and Education (ECCE) centres. Social constructivism theory was used to understand the impact of play-passed learning on children’s development in ECE. Using convenience sampling, the research followed an interpretive qualitative case study, and eight (8) practitioners were selected to participate. Data sources included practitioners’ interviews and the centres’ observations. Using the thematic approach, the findings revealed that the practitioners in rural areas had an insufficient understanding of teaching using play pedagogies. This had a negative impact on standard provisions for play pedagogies suited for young children, where appropriate suggestions are offered to the practitioners on the planning, implementation, and support of play practices within early learning. Furthermore, there is a shift in the early learning curricula incorporating advanced academic skills, a beneficial tool to aid children’s learning and development.

The study was carried out to investigate the impact of learners’ disruptive behaviour on teacher well-being. To achieve this aim, a phenomenological research design was used. The convenience sampling technique was adopted, as participants who were the most accessible to the researcher were contacted. The participants in this study were teachers from four different secondary schools in Bloemfontein. A total of ten teachers were selected to take part in this study. The data collection instrument for this study was a semi-structured interview schedule. The thematic analysis method was used, as this method makes it easier for the researchers to read and organise the data, as well as to make sense of the data by coding and grouping the themes. The findings from the study show that learners’ disruptive behaviours have a negative impact on teachers’ well-being. It is therefore concluded that learners’ disruptive behaviours have a severe negative impact on teachers’ overall well-being. 

This study aims to understand how learner-on-educator violence affects teacher efficacy in schools, particularly in light of recent outbreaks of teacher killings in schools. The study sample was two schools, and the participants were two Life orientation teachers, two chairpersons of the school’s safety and security committee, and security guards. Data were gathered through semi-structured interviews and observation journals. The study's findings indicated that teachers experienced varied levels of violence, ranging from loss of instructional time; to personal, physical, psychological, and teacher killings. Furthermore, the study found that learner-on-educator violence has become unmanageable.

This qualitative study examined the Self-efficacy perceptions of preservice economics teachers regarding teaching with graphs. Understanding graphs have a major role in future teaching practices however learners find it challenging understanding economics graphs. Using a structured interview of 55 pre-service secondary school teachers, economics self-efficacy items by Bandura self-efficacy framework was used to analyze the data. The study found that student teachers are not confident to teach using graphs but have positive attitude to learn how to plot and interpret graphs. The teaching practices of high school teachers were found to have influenced the low-self-efficacy of most of the participants though they look forward to teaching using graphs. Most participants agreed that plotting, understanding, and interpreting data from graphs as well as presenting information graphically are key skills that all economics teachers and students should master. The research concludes that both high school economics teachers and preservice teachers should be equipped with the necessary skills to understand graph presentation because they both grapple with interpreting and plotting graphs. The research contributes to improving the way graphs are taught because economics teachers must be comfortable with graph presentations. Higher education institutions should increase their effectiveness when teaching introductory economics courses by finding creative ways to help students understand graphical representations of economics content. It is recommended that Teacher Education programs should emphasize the importance of graphs in the teaching of economics and empower student teachers with the necessary skills.

Work-related stress has emerged as a pervasive global issue that needs to be investigated by specialists around the world. Work stress is a condition of pressure brought on by one's line of work and occurs when the demands of the job are too great for an employee's abilities or resources. The study was undertaken to examine the direct and indirect causal effect of some demographic variables on work-stimulated stress among early childhood educators in South Africa. Hence, the researchers developed and validated a model involving causal linkages between early childhood educators’ demographic variables such as age, gender, race, marital status, income and educational qualification, and work-stimulated stress. The study adopted an ex-post-facto research design. The sample comprised one hundred and twenty (120) early childhood educators across twenty (20) Early Childhood Education (ECE) centres. A stratified random sampling technique was used to select the early childhood educators for the study. One validated instrument on work-stimulated stress developed by the researchers on a four-point rating scale was used to collect the data for the study, while path analysis and multiple regression analysis were employed for data analysis. The findings of this study documented the more parsimonious model, which effectively predicts the influence of demographic variables on work-stimulated stress among early childhood educators. The results further indicated that three (Age, Gender, and Marital Status) out of the six predictor variables caused early childhood educators’ work-stimulated stress more than the other variables. The implications of these findings for education policymakers, administrators, and teachers are discussed.

As a means of seeking more effective ways to curb the unemployment levels in Sub-Saharan countries, governments are beginning to include the development of the manufacturing sector in their country's strategies, and Lesotho is not an exception. This paper aims to determine the role of various institutional and individual factors which when present and collaborating in an entrepreneurial ecosystem can contribute to the successful growth of MSMEs operating in the manufacturing sector. This paper is also aimed at developing a conceptual framework suitable for the growth of these MSMEs in Lesotho by linking concepts of industrial and entrepreneurial ecosystems. This study utilised a qualitative exploratory research approach and data were collected using semi-structured interviews. In total, 12 candidates from government, financial, and educational institutions as well as the media were interviewed. Data were analysed using thematic analysis. The main findings of the study demonstrate that a suitable ecosystem for MSMEs in the manufacturing sector in a country such as Lesotho should consist of policies and regulations that support and encourage financial institutions to assist MSMEs. Government regulated media institutions disseminate regular information relating to existing policies, regulations, and opportunities and educational institutions provide adequate skills and knowledge to enhance an individual’s entrepreneurial alertness, creativity, and innovativeness. An inclusive ecosystem for MSMEs in the manufacturing sector in Lesotho should also involve the collaboration of MSMEs with larger firms and the establishment of independent regulated quality assurance institutions to assure the quality of products and increase customer confidence.

This qualitative study examined the Self-efficacy perceptions of preservice economics teachers regarding teaching with graphs. Understanding graphs have a major role in future teaching practices however learners find it challenging understanding economics graphs. Using a structured interview of 55 pre-service secondary school teachers, economics self-efficacy items by Bandura self-efficacy framework was used to analyze the data. The study found that student teachers are not confident to teach using graphs but have positive attitude to learn how to plot and interpret graphs. The teaching practices of high school teachers were found to have influenced the low-self-efficacy of most of the participants though they look forward to teaching using graphs. Most participants agreed that plotting, understanding, and interpreting data from graphs as well as presenting information graphically are key skills that all economics teachers and students should master. The research concludes that both high school economics teachers and preservice teachers should be equipped with the necessary skills to understand graph presentation because they both grapple with interpreting and plotting graphs. The research contributes to improving the way graphs are taught because economics teachers must be comfortable with graph presentations. Higher education institutions should increase their effectiveness when teaching introductory economics courses by finding creative ways to help students understand graphical representations of economics content. It is recommended that Teacher Education programs should emphasize the importance of graphs in the teaching of economics and empower student teachers with the necessary skills.

The study was carried out to investigate the impact of learners’ disruptive behaviour on teacher well-being. To achieve this aim, a phenomenological research design was used. The convenience sampling technique was adopted, as participants who were the most accessible to the researcher were contacted. The participants in this study were teachers from four different secondary schools in Bloemfontein. A total of ten teachers were selected to take part in this study. The data collection instrument for this study was a semi-structured interview schedule. The thematic analysis method was used, as this method makes it easier for the researchers to read and organise the data, as well as to make sense of the data by coding and grouping the themes. The findings from the study show that learners’ disruptive behaviours have a negative impact on teachers’ well-being. It is therefore concluded that learners’ disruptive behaviours have a severe negative impact on teachers’ overall well-being. 

This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice.

The successful training of preservice teachers in South African universities will be incomplete without the intervention of high school teachers, principals, and other stakeholders in education. It has been discovered that preservice teachers who teach Business Studies (BS) as one of the Economic and Management Sciences (EMS) subjects during teaching practice (TP) do not get enough assistance from their mentor teachers as they ought to because they are overloaded with much teaching work at this time. Therefore, the study aims to explore the different trajectories that preservice teachers take in their preparation for teaching Business Studies, the challenges 4th-year preservice teachers who specialise in EMS subjects encounter, how they overcome them, and how these trajectories impact their teaching practice experience. Overall, the study seeks to improve the quality of Business Studies education in South Africa by providing insights into the preparation and experiences of preservice teachers. Six fourth-year preservice teachers who taught Business Studies in Grades 10 and 12 were selected for the study to reflect on their experiences during teaching practice; hence, reflection was used as the data source for the study. Experiential learning theory was used as the lens of the study. At the same time, the interpretivism paradigm was adopted to understand individual preservice experiences. A case study was used as the design, and thematic analysis was adopted to analyse the data generated. The study found that preservice teachers who teach BS during TP face challenges such as a lack of Learning and Teaching Support Materials (LTSM), being assigned too much work to do, and the fact that BS has too much content to teach. Despite the challenges, these preservice teachers were creative enough to develop solutions, like designing posters without teaching resources and using practical examples to explain content for better understanding and parental involvement in class decisions such as discipline.