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Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools
Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2025.
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University of Pretoria
2025
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| _version_ | 1867613673340534784 |
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| access_status_str | Open Access |
| author2 | Sing, Nevensha |
| author_browse | Sing, Nevensha |
| author_facet | Sing, Nevensha |
| collection | Thesis |
| dc_rights_str_mv | © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2025. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/103294 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:39:53.208Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/103294 Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools Sing, Nevensha elesmoyo@yahoo.com Moyo, Eles UCTD Grade transition Teachers’ perspectives Foundation Phase Bronfenbrenner’s Ecological Systems Theory Intermediate Phase Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2025. Abstract Transitions are an integral part of the educational journey, marking significant milestones for learners as they progress from one stage to another. Like many other nations, South Africa faces unique challenges and opportunities in transitions and learner performance in schools due to its diverse population and complex educational landscape. A successful transition in any educational system hinges on the quality of teaching and its teachers, who are undeniably the most critical resources in schools as they play a pivotal role in shaping the educational experience of learners. The study argues that poorly managed transitions into Grade Four classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Their perspectives, attitudes and beliefs create the environment where learners learn and grow and ultimately achieve successful transitions, setting the stage for a lifetime of academic and personal success. Understanding how transitions affect learner performance is not only a matter of educational interest but is also intertwined with broader social and economic implications. Using Bronfenbrenner’s ecological model, the study investigated teachers’ perspectives on learners transitioning from the Foundation Phase to the Intermediate Phase in South African public schools. The interpretive-constructivist research approach included multiple case studies of three township schools. This qualitative multiple-case study used semi-structured interviews, document analysis and field notes as data-collecting methods. Twenty-four participants were interviewed, and documents and field notes were analysed to gain insights into the dynamics surrounding this phase transition. The study highlights Grade Four transitions as challenging, requiring all stakeholders to view learners as components of a system made up of interconnected and dynamically interacting aspects. If not managed properly, transition into Grade Four classrooms may delay or sometimes permanently affect the learners’ academic development. The study also provides recommendations for improving teacher pedagogy during the transition period to make the transition successful. Education Management and Policy Studies PhD (Education Management, Law and Policy) Unrestricted Faculty of Education SDG-04: Quality Education 2025-07-10T12:34:30Z 2025-07-10T12:34:30Z 2025-09-02 2025-04-24 Thesis *Eles Moyo In her thesis, Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools, the candidate examined the challenges and opportunities in transitions and learner performance. A successful transition hinges on the quality of teaching and its teachers, who are undeniably the most critical school resources. The study argues that poorly managed transitions into Grade 4 classrooms can negatively impact academic development, and the role of teachers in guiding learners cannot be understated. Understanding how transitions affect learner performance is intertwined with broader social and economic implications. Bronfenbrenner’s ecological model informed teachers’ perspectives on learners transitioning. The interpretive-constructivist approach was used in conducting case studies of three township schools with 24 participants. Grade 4 transitions require all stakeholders to view learners as components of a system of interconnected and dynamically interacting asp S2025 http://hdl.handle.net/2263/103294 https://doi.org/10.25403/UPresearchdata.19029833.v2 en © 2024 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Grade transition Teachers’ perspectives Foundation Phase Bronfenbrenner’s Ecological Systems Theory Intermediate Phase Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title | Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title_full | Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title_fullStr | Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title_full_unstemmed | Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title_short | Teacher perspectives on learner transitioning from the Foundation to the Intermediate Phase in public schools |
| title_sort | teacher perspectives on learner transitioning from the foundation to the intermediate phase in public schools |
| topic | UCTD Grade transition Teachers’ perspectives Foundation Phase Bronfenbrenner’s Ecological Systems Theory Intermediate Phase |
| url | http://hdl.handle.net/2263/103294 https://doi.org/10.25403/UPresearchdata.19029833.v2 |