Ntando Elliot Mpahla
Biographic Data
| ID | 9111630 |
|---|---|
| NAME | Ntando Elliot Mpahla |
| GIVEN NAMES | Ntando Elliot |
| FAMILY NAME | Mpahla |
| SIGNATURE | MPAHLA N E |
| AFFILIATIONS | Walter Sisulu University |
| ORCID | 0000-0001-6150-1958 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Primary teachers’ experiences in providing quality education
Full-service schools have been structured to cater for all public-school learners, including learners with disabilities. However, it remains questionable if full-service teachers are well-equipped to provide quality education in an inclusive, diverse classroom. This study explored the challenges experienced by rural primary teachers in providing quality education in a rural Full-service school in the Eastern Cape Province. The study was guided by…
Assessing the impact of orientation programs for first-time entering undergraduate students on student learning
This study examined the role of orientation programs for first-time entering undergraduate students on student learning at a higher education institution. It is a common practice that South African universities offer orientation sessions for first-time entering students. These orientation programs encompass a rigorous effort to improve student retention and academic performance. Drawing data through a qualitative approach was aimed at emphasizing…
The Experiences of First-time Entering Students of the Faculty of Education at a Selected University, Eastern Cape, South Africa – An Exploration
A first-time entering student has never registered at any university in the system before and is entering the university at an undergraduate level for the first time and for the first undergraduate qualification. This experience is often a novel one, fraught with challenges. This study, therefore, explored the experiences of first-time entering students at a selected Eastern Cape university who are registered for the Bachelor of Education in 2024…
Continuing Professional Teacher Development
This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school …
The Rurality of Continuing Professional Teacher Development (CPTD)
This paper draws from a completed study that assessed the effectiveness of the current strategies for implementing CPTD programmes in rural junior secondary schools in a rural Education District of Eastern Cape Province. The researchers argue that the rurality of the continuing professional development of teachers resonates from the comprehensive failures of specific education policies in addressing various historical challenges of life in rural …
Junior Secondary Educators’ Views on the Strategies for Implementing Continuing Professional Development Programs in One Rural Education District
This study assessed the effectiveness of the current strategies for implementing continuing professional teacher development (CPTD) programs in rural junior secondary schools in one Eastern Cape Education District in South Africa. An interpretive paradigm that allowed the use of a qualitative research design was adopted. Eighteen participants took part in the study. Qualitative data was collected through semi-structured interviews and the data wa…
No prominent works on this page.
The Rurality of Continuing Professional Teacher Development (CPTD)
This paper draws from a completed study that assessed the effectiveness of the current strategies for implementing CPTD programmes in rural junior secondary schools in a rural Education District of Eastern Cape Province. The researchers argue that the rurality of the continuing professional development of teachers resonates from the comprehensive failures of specific education policies in addressing various historical challenges of life in rural …
Junior Secondary Educators’ Views on the Strategies for Implementing Continuing Professional Development Programs in One Rural Education District
This study assessed the effectiveness of the current strategies for implementing continuing professional teacher development (CPTD) programs in rural junior secondary schools in one Eastern Cape Education District in South Africa. An interpretive paradigm that allowed the use of a qualitative research design was adopted. Eighteen participants took part in the study. Qualitative data was collected through semi-structured interviews and the data wa…
Continuing Professional Teacher Development
This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school …
The Experiences of First-time Entering Students of the Faculty of Education at a Selected University, Eastern Cape, South Africa – An Exploration
A first-time entering student has never registered at any university in the system before and is entering the university at an undergraduate level for the first time and for the first undergraduate qualification. This experience is often a novel one, fraught with challenges. This study, therefore, explored the experiences of first-time entering students at a selected Eastern Cape university who are registered for the Bachelor of Education in 2024…
Primary teachers’ experiences in providing quality education
Full-service schools have been structured to cater for all public-school learners, including learners with disabilities. However, it remains questionable if full-service teachers are well-equipped to provide quality education in an inclusive, diverse classroom. This study explored the challenges experienced by rural primary teachers in providing quality education in a rural Full-service school in the Eastern Cape Province. The study was guided by…
Assessing the impact of orientation programs for first-time entering undergraduate students on student learning
This study examined the role of orientation programs for first-time entering undergraduate students on student learning at a higher education institution. It is a common practice that South African universities offer orientation sessions for first-time entering students. These orientation programs encompass a rigorous effort to improve student retention and academic performance. Drawing data through a qualitative approach was aimed at emphasizing…
Professional development (4 works) · Qualitative research (4 works) · Collaborative Teaching and Inclusion (3 works) · Continuing professional development (3 works) · Pedagogy (3 works) · Political science (3 works) · Sociology (3 works) · Teacher Education and Leadership Studies (3 works) · Cape (2 works) · Continuing education (2 works)