Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Abetang, Mary Achenushure, Romano Nereo Oguma, and Akpenka Pius Abetang. “Mentoring And The Difference It Makes In Teachers’work: A Literature Review.” European Journal of Education Studies 7, no. 6 (2020).

Adeniran, Adetayo Olaniyi, and Oluwadamisi Tayo-Ladega. “Critical Analysis of Phenomenological Research Design in a Qualitative Research Method.” Management Analytics and Social Insights 1, no. 2 (2024): 186–96.

Allan, Katherine A. “Mentorship for New Faculty Members: A Qualitative Follow-up to Prior Canadian Research,” 2023.

Bauer, Gretchen, and Akosua K Darkwah. “‘The President’s Prerogative’? The Cabinet Appointment Process in Ghana and the Implications for Gender Parity.” Politics & Gender 18, no. 2 (2022): 546–73.

Bayuo, Jonathan, Lydia Aziato, Kwan Ching Arkers Wong, Jingjing Su, Hammoda Abu‐Odah, and Frances Kam Yuet Wong. “Phenomenography: An Emerging Qualitative Research Design for Nursing.” Journal of Advanced Nursing 80, no. 2 (2024): 821–34.

Blazer, Maddy, Greg A Chung-Yan, and Debra Gilin. “Sink or Swim: Developing an Alternative Measure of Employee Socialization.” Employee Responsibilities and Rights Journal 37, no. 1 (2025): 1–28.

Botha, Lynette. “Understanding the Benefits and Barriers of School-Based Mentoring in South Africa,” 2023.

Bush, Tony, and Derek Glover. “Research on School Leadership in South Africa: A Systematic Review.” Systemafic Reviews of Research in Basic Educafion in South Africa, 2021, 115.

Calko, Sheila A. A Qualitative Study of Assistant Principals’ Experiences and On-the-Job Socialization: How Relationship Building, Role Clarity, and Communication Influence Their Career Mobility. University of Dayton, 2024.

Cameron, Erika, Jung H Hyun, and Mariaimeé Gonzalez. “Leadership and Administrative Roles in Counselor Education.” In A Comprehensive Guide for Counselor Education: Training Doctoral Learners and New Educators for Counselor Education and Supervision, 397–418. Springer, 2025.

Chea, Chanponna. “Mentorship’s Role in Shaping Professional Identity: Insights from Cambodian Teaching Practicums.” Cogent Education 11, no. 1 (2024): 2419710.

Colognesi, Stéphane, Catherine Van Nieuwenhoven, and Simon Beausaert. “Supporting Newly-Qualified Teachers’ Professional Development and Perseverance in Secondary Education: On the Role of Informal Learning.” European Journal of Teacher Education 43, no. 2 (2020): 258–76.

Deng, Connie, and Nick Turner. “Identifying Key Mentor Characteristics for Successful Workplace Mentoring Relationships and Programmes.” Personnel Review 53, no. 2 (2024): 580–604.

DHET. The Charter for the Humanities and Social Sciences Report. Pretoria: DHET, 2011.

Fluckiger, Bev, Susan Lovett, Neil Dempster, and Stephen Brown. “Middle Leaders: Career Pathways and Professional Learning Needs.” Leading and Managing 21, no.2(2015):60–74.

Ghamrawi, Norma. “Toward Agenda 2030 in Education: Policies and Practices for Effective School Leadership.” Educational Research for Policy and Practice 22, no.2(2023): 325–47.

Hlengwa, Amanda. “How Are Institutions Developing the next Generation of University Teachers?” Critical Studies in Teaching and Learning 7, no. 1 (2019): 1–18.

Hope Larios. “‘Retaining Novice Teachers through Induction and the Role of Novice Teacher Induction Mentors: A Mixed-Methods Study’ (.” Northwest Nazarene University, 2025.

Jennifer M Lindemuth. “New Teacher Induction in International Christian Schools: Self-Perceptions of Administrators and New Teachers.” Regent University, 2020.

Karacan, Cemil Gökhan, and Ferhat Karanfİl. “Exploring Newly-Qualified English Teachers’ Experiences of a Mentorship Program through a Situational Mentoring Framework.” Mentoring & Tutoring: Partnership in Learning 33, no. 3 (2025): 366–88.

Kearney, Sean. “The Challenges of Beginning Teacher Induction: A Collective Case Study.” Teaching Education 32, no. 2 (2021): 142–58.

Kock, Cisca de. “Examining Collaborative Mentoring to Improve the Professional Learning of a Pre-Service Teacher During Work Integrated Learning Practicum Experience: A Case Study of Practice.” In Educators’ Work Integrated Learning Experiences: Stories from the Trenches, 169–82. Springer, 2024.

Kotze, Christy Jean. “‘I Am Because We Are’: Novice Teacher Mentoring Support Needs from an Ubuntu Perspective.” International Journal of Mentoring and Coaching in Education 14, no. 1 (2025): 54–70.

Legg-Jack, Dagogo William, and Clever Ndebele. “Fostering Digital Inclusion in TVET Teacher Training: Insights from Quadruple Helix Innovation Model.” E-Journal of Humanities, Arts and Social Sciences 3, no. 12 (2022): 648–64.

Letswalo, Valesa Moshibudi, and Lesiba Lesley Motseta. “Effective Leadership and Educational Management in the Modern Era,” 2025.

Lucia Nthooa Lisene. “‘Instructional Leadership Perspectives and Practices of Heads of Departments for Science in Lesotho Secondary Schools.’” University of the Free State, 2024.

Mahome, Michael Moreti, and Lydia Kgomotso Mphahlele. “The Effective Management of Teachers’ Habitual Tardiness: Protecting Scheduled Teaching Time.” International Journal of Educational Management and Development Studies 5, no. 4 (n.d.): 178–200.

Manama, J. “South Africa to Lose Half of Teachers in 10 Years. News24. .” https://www.news24.com, 2022.

Mavis Amponsem. “‘Students’experiences of Using Online Learning Materials to Support Academic Success in Higher Education: A Case of Distance Learning Teacher Education Programmes’ .” Institute of Distance Learning, Kwame Nkrumah University of Science and Technology, 2020.

Mensah, D. “‘Investigating the Challenges in the Induction of Newly Appointed Teachers in Amansie West District-Copy.’” University of Education, Winneba, 2018.

Mhlongo, Asser R, and Tshidisegang M Chaane. “Challenges Experienced by Gauteng Foundation Phase Departmental Heads in Managing Teaching and Learning.” South African Journal of Childhood Education 15, no. 1 (2025): 1590.

Michael, Steven, Willbroad Kyejo, Allyzain Ismail, Sunil Samji, Eric Aghan, Columba Mbekenga, and Athar Ali. “Patients’ Perceptions and Understanding of Preoperative Informed Consent: A Qualitative Thematic Analysis from Tanzania.” SAGE Open Medicine 13 (2025): 20503121251331120.

Mills, Carmen, and Julie Ballantyne. “Pre-Service Teachers’ Dispositions towards Diversity: Arguing for a Developmental Hierarchy of Change.” Teaching and Teacher Education 26, no. 3 (2010): 447–54.

Mohamed, Hawama. The Role of School Leadership in Mentoring Beginner Teachers’ Transition into the Teaching Profession. University of Johannesburg (South Africa), 2022.

Mokoena, Thabang Donald, and Gideon Petrus van Tonder. “Influencing Beginner Teachers’ Autonomy: The Impact of Mentorship in Fostering Self-Directed Learning.” International Journal of Educational Management 38, no. 5 (2024): 1265–88.

Morrison, Elizabeth Wolfe. “Information Seeking within Organizations.” Human Communication Research 28, no. 2 (2002): 229–42.

Mulà, Ingrid, and Daniella Tilbury. “Teacher Education for Sustainable Development: Catalysing Change across the Professional Landscapes in Europe.” Environmental Education Research, 2025, 1–28.

Ndlovu, Sbonelo Gift, Thobile Radebe, Victor Mlambo, and Sipho Nkonde. “Contextualising Entrepreneurship as a Panacea to Youth Unemployment in South Africa.” Prizren Social Science Journal 8, no. 1 (April 30, 2024). https://doi.org/10.32936/pssj.v8i1.430.

Nicole R Smilak. “‘Using Applied Behavior Analysis to Strengthen Academic Engagement in a Kenyan Institutional Setting.’” Endicott College, 2023.

Perryman, Jane, Alice Bradbury, Graham Calvert, and Katie Kilian. “‘A Tipping Point’in Teacher Retention and Accountability: The Case of Inspection.” British Journal of Educational Studies 73, no. 2 (2025): 181–200.

Revocatus C Kuluchumila. “‘Distributed Leadership in Tanzanian Secondary Schools,’ On Leadership: An Interdisciplinary Approach 351,” 2022.

Richards, K Andrew R, and Barrie Gordon. “Socialisation and Learning to Teach Using the Teaching Personal and Social Responsibility Approach.” Asia-Pacific Journal of Health, Sport and Physical Education 8, no. 1 (2017): 19–38.

Sebata, Dennis. “The Empowering Educators: Reflective Practice and Mentorship for Enhanced Teacher Education.” Journal Of Teacher Education And Research 19, no. 02 (2024): 7–13.

Shabalala, Nonkanyiso Pamella. “Challenges, Opportunities and Strategies of Distributed Leadership in Managing Environmental Education Curriculum in South African Secondary Schools.” Journal of Educational Management and Development Studies 6, no. 1(n.d.): 98–135.

Tlali, Tebello, and Ntjoetso Matete. “The Challenges Faced by Heads of Departments in Selected Lesotho High Schools.” School Leadership & Management 41, no.3 (May 27, 2021): 194–210. https://doi.org/10.1080/13632434.2020.1851672.

Visi Muriel Mbulaheni. “‘Creating Sustainable Teaching and Learning Environments in Dysfunctional Secondary Schools in the Mutale Area of Vhembe District,’” 2015.

Whittaker, Robyn Mary, and Kathryn Susan Kure. “Exploring the Usefulness of the SchoolWeavers Tool in the Whole-School Evaluation Process in South Africa.” Journal of Professional Capital and Community 10, no. 2 (2025): 167–89.

Zheng, Yi. “The Relationship between Success in Small Business Management and the Quality of School Education.” Innovations in Education and Teaching International 62,no.2(2025):704–16.

Mr Mthetheleli Nogobo is a secondary school teacher specialising in Mathematics and has recently graduated with Bachelor of Education Honours. His research interests include leadership and management.

Dr Nondwe Daphne Mariana Mtshatsha holds a Doctor of Education degree. She is a lecturer at the Walter Sisulu University (WSU), in the department of Mathematics, Science and Technology Education, located in Mthatha, Eastern Cape Province of South Africa. Research areas are Higher Education and Sustainable development, Curriculum studies, Consumer Science and entrepreneurship.

Dr Benjamin Seleke is a Senior Lecturer in the Faculty of Education at Walter Sisulu University, South Africa, where he coordinates Work-Integrated Learning (Dip ACET) and contributes to curriculum development and academic leadership. His scholarship spans Indigenous Knowledge Systems, Technology Education, the Fourth Industrial Revolution, Self-Directed Learning, and decolonial approaches to teaching and learning. He supervises postgraduate research, presents at local and international conferences, and publishes on teacher preparation, WIL, and curriculum innovation aligned to national and continental frameworks (SDG 4, NDP 2030, AU Agenda 2063). Beyond academia, he is an active mentor and community-engaged scholar committed to equitable, context-responsive education.

Nogobo, Mthetheleli, Nondwe Daphne Mariana Mtshatsha, and Benjamin Seleke. “Mentoring Newly Appointed Teachers in Rural South African Schools: The Role of School Management Teams in Chris Hani East District.” Journal of Education and Learning Technology  6, no. 9 (2025): 890 – 905. https://doi.org/10.38159/jelt.20256913.