Thumah Mapulanga
Biographic Data
| ID | 8961835 |
|---|---|
| NAME | Thumah Mapulanga |
| GIVEN NAMES | Thumah |
| FAMILY NAME | Mapulanga |
| SIGNATURE | MAPULANGA T |
| AFFILIATIONS | University of the Free State |
| ORCID | 0000-0002-5609-3539 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development
Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Dat…
Examining the Self-Reported Instructional Leadership Practices of Science Heads of Departments in Lesotho Secondary Schools
Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on spec…
Teachers’ and Deputy Head Teachers’ Perceptions of Head Teachers’ Leadership Practices in Zambian Secondary Schools
School leadership practices may influence teachers’ motivation and professional engagement, which, in turn, may affect overall school performance. This study explores how secondary school teachers and deputy head teachers perceive head teachers’ leadership practices and how these practices are understood to influence teacher motivation and professional engagement. Drawing on a qualitative design, data were collected through semi-structured interv…
A Systematic Review of Studies Using the Topic-Specific Pedagogical Content Knowledge Framework in Science Education
The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers transform topic-specific content in chemistry lessons. This systematic review brings together worldwide research on TSPCK, offering…
No prominent works on this page.
A Systematic Review of Studies Using the Topic-Specific Pedagogical Content Knowledge Framework in Science Education
The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers transform topic-specific content in chemistry lessons. This systematic review brings together worldwide research on TSPCK, offering…
Science and Mathematics Teachers’ Perceptions of the Sustainability of Lesson Study Professional Development
Improving the quality of science and mathematics teaching remains a persistent challenge in resource-constrained education systems, highlighting the need for effective, sustainable professional development approaches. This study employed a quantitative cross-sectional survey designed to investigate science and mathematics teachers’ retrospective perceptions of the sustainability and professional value of lesson study professional development. Dat…
Examining the Self-Reported Instructional Leadership Practices of Science Heads of Departments in Lesotho Secondary Schools
Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on spec…
Teachers’ and Deputy Head Teachers’ Perceptions of Head Teachers’ Leadership Practices in Zambian Secondary Schools
School leadership practices may influence teachers’ motivation and professional engagement, which, in turn, may affect overall school performance. This study explores how secondary school teachers and deputy head teachers perceive head teachers’ leadership practices and how these practices are understood to influence teacher motivation and professional engagement. Drawing on a qualitative design, data were collected through semi-structured interv…
Teacher Education and Leadership Studies (3 works) · Perception (2 works) · Professional development (2 works) · Curriculum (1 works) · Descriptive statistics (1 works) · Early Childhood Education and Development (1 works) · Educational Environments and Student Outcomes (1 works) · Educational leadership (1 works) · Educational Theory and Curriculum Studies (1 works) · Faculty Development (1 works)