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Progressed learners as a burden for teachers: A case of selected participants from Limpopo Province, South Africa

This study examines teachers' perspectives on the academic performance of progressed learners. The research adopted an interpretive paradigm aligned with qualitative methods, using purposive sampling to engage 10 Grade 12 teachers through semi-structured interviews. Thematic analysis of the data rev...

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Autor principal: Mbusiseni Celimpilo Dube
Formato: Artigo
Idioma:Inglês
Publicado em: ERRCD Forum 2025-06-01
coleção:Interdisciplinary Journal of Education Research
Assuntos:
progressed learners
teachers' perspectives
progression
progression policy
Acesso em linha:https://pubs.ufs.ac.za/index.php/ijer/article/view/1762
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