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South African Journal of Education

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The South African Journal of Education (SAJE) publishes original research articles reporting on research that fulfils the criteria of a generally accepted research paradigm; review articles, intended for the professional scientist and which critically evaluate the research done in a specific field in education; and letters in which criticism is given of articles that appeared in this Journal.

Indicate the relevance of the study for education research where the education system is characterised by transformation, and/or an emerging economy/development state, and/or scarce resources. Research articles of localised content, i.e. of interest only to specific areas or specialists and which would not appeal to the broader readership of the Journal, should preferably not be submitted for consideration by the Editorial Committee.

Ethical considerations: A brief narrative account/description of ethical issues/aspects should be included in articles that report on empirical findings.

SAJE is ISI accredited (in the Social Sciences Citation index), with an impact Factor is 0.560 (in 2015). 

Other websites related to this journal: http://www.sajournalofeducation.co.za/ and http://reference.sabinet.co.za/sa_epublication/educat


Vol 39, No 1 (2019)

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Table of Contents

Articles

Relations among education, religiosity and socioeconomic variables EMAIL FREE FULL TEXT
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Arif Rachmatullah, Minsu Ha, Jisun Park
The effect of motivation and learning behaviour on student achievement EMAIL FREE FULL TEXT
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Moses Kopong Tokan, Mbing Maria Imakulata
Student-teachers’ commitment to teaching and intentions to enter the teaching profession in Tanzania EMAIL FREE FULL TEXT
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Ikupa Moses, Wilfried Admiraal, Amanda Berry, Nadira Saab
Fostering teachers’ experiences of well-being: A participatory action learning and action research approach EMAIL FREE FULL TEXT
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Elsabé Wessels, Lesley Wood
Pre-service mathematics teachers’ mental constructions when using Cramer’s rule EMAIL FREE FULL TEXT
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Zanele Ndlovu, Deonarain Brijlall
Science and non-science teachers’ interpretation of physics diagrammes EMAIL FREE FULL TEXT
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Gulbin Ozkan, Unsal Umdu Topsakal
Benefits and challenges of lesson study: A case of teaching Physical Sciences in South Africa EMAIL FREE FULL TEXT
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Ayodele Abosede Ogegbo, Estelle Gaigher, Trisha Salagaram
The relation between intellectual risk-taking regarding science classes and test anxiety inventory of secondary school EMAIL FREE FULL TEXT
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Belgin Bal-İncebacak, Süleyman Yaman, Aslı Sarışan-Tungaç
Elements of the physical learning environment that impact on the teaching and learning in South African Grade 1 classrooms EMAIL FREE FULL TEXT
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Mariana Naude, Corinne Meier
The use of technology in music education in North Cyprus according to student music teachers EMAIL FREE FULL TEXT
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Başak Gorgoretti
A socially inclusive teaching strategy: A liberating pedagogy for responding to English literacy problems EMAIL FREE FULL TEXT
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M.L. Malebese
Exploring motivational orientations of English as foreign language (EFL) learners: A case study in Indonesia EMAIL FREE FULL TEXT
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Ag. Bambang Setiyadi, Mahpul Mahpul, B. Anggit Wicaksono
Challenges faced by teachers living with HIV EMAIL FREE FULL TEXT
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Zvisinei Moyo, Juliet Perumal


ISSN: 2076-3433
AJOL African Journals Online