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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 38, No 2 (2018)

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Table of Contents

Articles

A study of school adjustment related variables of young children EMAIL FREE FULL TEXT
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Sung-Ae Chi, SeongHyun Kim, Nak-Hueng Kim 1-9
http://dx.doi.org/10.15700/saje.v38n2a1457
Homework in the Foundation Phase: Perceptions of principals of eight public primary schools in Johannesburg EMAIL FREE FULL TEXT
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Misheck Ndebele 1-12
http://dx.doi.org/10.15700/saje.v38n2a1461
South African public school teachers’ views on right to discipline learners EMAIL FREE FULL TEXT
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Letlhoyo Segalo, Awelani Melvin Rambuda 1-7
http://dx.doi.org/10.15700/saje.v38n2a1448
Perceived collective teacher efficacy in low performing schools EMAIL FREE FULL TEXT
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Madimetsa Joseph Mosoge, Branwen Henry Challens, Mgadla Isaac Xaba 1-9
http://dx.doi.org/10.15700/saje.v38n2a1153
Quality management in schools: Analysis of mediating factors EMAIL FREE FULL TEXT
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Fernando Díez, Ioseba Iraurgi, Aurelio Villa 1-8
http://dx.doi.org/10.15700/saje.v38n2a1388
The development of a training model for the formation of positive attitudes in teachers towards the inclusion of learners with special educational needs into the educational environment EMAIL FREE FULL TEXT
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Tatyana A. Yaraya, Alfiya R. Masalimova, Dinara G. Vasbieva, Ludmila Yu. Grudtsina 1-9
http://dx.doi.org/10.15700/saje.v38n2a1396
Filling gaps and expanding spaces – voices of student teachers on their developing teacher identity EMAIL FREE FULL TEXT
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William J Fraser 1-11
http://dx.doi.org/10.15700/saje.v38n2a1551
Assessment of group work in initial teacher education and training EMAIL FREE FULL TEXT
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Mamsi Ethel Khuzwayo 1-11
http://dx.doi.org/10.15700/saje.v38n2a1386
Teacher education students engaging with digital identity narratives EMAIL FREE FULL TEXT
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Leila Kajee 1-9
http://dx.doi.org/10.15700/saje.v38n2a1501
Assessing students’ beliefs, emotions and causal attribution: Validation of ‘Learning Conception Questionnaire’ EMAIL FREE FULL TEXT
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Claudio Vezzani, Giulia Vettori, Giuliana Pinto 1-18
http://dx.doi.org/10.15700/saje.v38n2a1453
The factors influencing Mathematics students to choose teaching as a career EMAIL FREE FULL TEXT
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Michelle du Preez 1-13
http://dx.doi.org/10.15700/saje.v38n2a1465
The role of leadership practices in establishing a curriculum policy platform at working-class schools
Rene Terhoven, Aslam Fataar 1-10
http://dx.doi.org/10.15700/saje.v38n2a1497
Novice rural principals’ successful leadership practices in financial management: Multiple accountabilities EMAIL FREE FULL TEXT
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Phumlani Erasmus Myende, Michael Anthony Samuel, Ansurie Pillay 1-11
http://dx.doi.org/10.15700/saje.v38n2a1447


ISSN: 2076-3433
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