Research in Educational Policy and Management

Reinforcing Digital Assessment in Accounting High-Stakes Examinations

2025-11-05T09:20:53+03:00

This paper sought to document the necessity of transitioning from a paper-based assessment to a digital assessment in the Accounting examinations. The Department of Basic Education is slowly adopting technology in teaching and learning in South Africa through multiple digital tools. Currently, more intensity is on integrating Information and Communication Technology in pedagogy to transform the education system. Nevertheless, little is being said to transform high-stakes examinations using ICTs. Thus, this study points out a transitioning of digital assessment in Accounting high-stakes examinations. To deepen this discussion Technology Acceptance Theory was used to frame this study since it highlights two factors that motivate a user to accept technology: perceived usefulness and ease of use. I located this study within an interpretivist paradigm and ethnography research design. Four Accounting teachers who had Information Technology qualifications were purposively sampled using the homogeneous strategy. To collect data semi-structured interviews were conducted and data obtained was analysed using thematic analysis. I found that the digital assessment in Accounting high-stakes examinations can be reinforced through online evaluation: online tests/examinations, online simulations, and online case studies. Further integrity of the digital examinations can be ensured through stipulated rules and regulations. In light of the above finding, I conclude by maintaining that the transitioning to digital assessment in Accounting high-stake examinations is feasible and must be implemented. The study aspires to develop the level of examinations in Accounting by transitioning to digital assessment considering the current digital era, and the nature of Accounting subject.

Challenges of Female Educators Transitioning to Departmental Heads Positions

2025-11-05T09:20:53+03:00

Promoting female educators to Departmental Head (DH) positions does not come easily for everyone, but it can sometimes be accompanied by challenges. These challenges can stand in the way of newly promoted DHs if solutions to them are not implemented effectively. Therefore, this paper examined the challenges female educators face as they transition to departmental head positions. This study employed a qualitative approach within an interpretive paradigm. This study used purposive sampling to select 10 newly promoted DHs. Semi-structured interviews were used to generate data that were analysed thematically. Findings revealed five themes, which were the lack of support from the School Management Team (SMT), sabotage against newly promoted DHs by other females within the school, gender stereotypes, the lack of capacity-building programmes within the school and exclusion of female DHs from decision-making meetings. In response to the findings, this study proposes that School Management Teams include capacity-building programmes in their yearly strategic plans for newly appointed employees. Gender stereotypes should be discouraged by all means in school situations. The SMTs should embrace and warmly welcome newly appointed SMT members since they are promoted to bring change to new schools. Newly appointed DHs should not be neglected in decision-making meetings, so they are part of the decisions taken. The school principals should instill a sense of unity amongst staff members and ensure that newly appointed staff members are welcomed by all staff members irrespective of race.

Characterised Instructional Leadership Practices for Life Sciences: An Exploration of Two South African Schools

2025-11-05T09:20:53+03:00

This study investigates instructional leadership practices specific to Life Sciences in South African high schools, with a focus on how principals and departmental heads monitor, support, and evaluate teaching and learning. Using an exploratory qualitative case study design, data was collected from two schools, notably, one well-resourced and one under-resourced, through semi-structured interviews, observations, and document analysis involving eight participants (principals, departmental heads, and teachers of Life Sciences). The findings reveal that the well-resourced school employed structured monitoring tools such as the Curriculum Management Framework, systematic file checks, and regular classroom visits, coupled with professional development opportunities and adequate resource provision. In contrast, the under-resourced school relied on less formal monitoring practices, offered limited subject-specific support, and faced challenges linked to resource deficits and leaders’ lack of expertise in Life Sciences. The study highlights the importance of subject-specific instructional leadership, contextual resource capacity, and professional development in shaping effective instruction of Life Sciences. It concludes that strengthening leaders’ science-specific knowledge and establishing structured support mechanisms are essential for improving teacher development and learner outcomes in Life Sciences.

The Impact of Partisanship on Student Performance in Politically Divided States

2025-11-05T09:20:53+03:00

The growing politicization of school board governance has had a significant impact on student academic performance, classroom stability, and teacher retention in different ways across various states with different political leanings. While some states maintain nonpartisan education policies, others have seen frequent shifts in curriculum standards, funding priorities, and regulations due to ideological debates. This study employed a comparative, cross-state analysis to explore student performance across politically divided school districts, focusing on standardized test scores, graduation rates, teacher retention, and curriculum implementation in Florida, Texas, Virginia, California, and New York. These states represent different governance structures, with varying approaches to curriculum restrictions, diversity policies, and education funding. The findings indicate that states with stable, bipartisan education policies see better student outcomes, while those experiencing frequent partisan conflicts suffer from academic disruptions and increased teacher attrition. The study also includes data visualizations and policy recommendations to mitigate the negative effects of political interference in school governance.