Mentoring for Foundation Phase Mathematics delivery in South African primary schools: A multiple-case study using Deliverology and Implementation Science

Mentoring for Foundation Phase Mathematics delivery in South African primary schools: A multiple-case study using Deliverology and Implementation Science

Tebogo Jillian Mampane & Carlit Casey Tibane

Issue: Vol. 7 No. 7 2026 Article 2 pp. 707 – 726
DOI : https://doi.org/10.38159/jelt.2026772 Published online 19th August 2026.

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ABSTRACT

The effective delivery of Foundation Phase Mathematics is crucial to establish strong numeracy foundations in South African primary schools; however, many teachers continue to face challenges related to content knowledge, pedagogical practices, and sustained instructional improvement. Mentoring has increasingly been identified as a key strategy to support teachers’ professional development and improve classroom practice. This study explored teachers’ experiences and perceptions of mentoring for Foundation Phase Mathematics delivery, drawing on Deliverology and Implementation Science as complementary analytical frameworks to understand how mentoring initiatives are designed, implemented, and sustained. The study examined the role of mentoring in improving instructional quality, identified factors that support or hinder effective implementation, and generated evidence-based strategies to strengthen mentoring programmes in primary schools. A qualitative, multiple-case study design was used, involving selected South African primary schools that implemented structured mentoring interventions. Data were collected through semi-structured interviews with Foundation Phase teachers, mentors, and school leaders, as well as classroom observations and document analysis. The findings indicate that mentoring contributes positively to teachers’ confidence, pedagogical content knowledge, and instructional consistency in Mathematics. However, challenges related to time constraints, variability in mentor expertise, and limited monitoring mechanisms were also identified. Applying Deliverology and Implementation Science frameworks highlighted the importance of clear goals, continuous feedback loops, and systemic support for sustaining mentoring initiatives. Overall, the study demonstrates that well-structured mentoring, when effectively implemented and supported, has the potential to significantly improve Foundation Phase Mathematics delivery in South African primary schools.

Keywords: Mentoring, Foundation Phase Mathematics, Primary Schools, Deliverology, Implementation Science.

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AUTHOR(S)

Dr.Tebogo Jillian Mampane is a Senior Lecturer in the Department of Early Childhood Education at the University of South Africa. She holds a PhD in Educational Leadership and Management and a Master of Education in Education Management and Policy Studies. Her postgraduate research focused on strengthening school management teams through mentoring and coaching and supporting mathematics teachers in public secondary schools. Dr Mampane has more than 18 years of teaching experience across school and higher education contexts. Her areas of expertise include early mathematics education, educational leadership, teacher professional development, curriculum innovation, play-based learning and instructional leadership. At UNISA, she teaches Foundation Phase Mathematics, Emergent Mathematics and Learning Environments in the Early Years, supervises postgraduate research and contributes to curriculum development. She has published in peer-reviewed journals and conference proceedings on mathematics education, early childhood education, leadership and curriculum development. She also leads community engagement initiatives in under-resourced communities, collaborating with schools, educators, parents and community members to strengthen mathematics teaching, early childhood education and sustainable educational development.

Dr. Carlit Casey Tibane holds a Doctorate in Education and a Master of Education. He completed his BEd Honours (Natural Science) cum laude in 2017 and a BEd (FET) in Natural Science in 2015 at Tshwane University of Technology (TUT). He is currently a Postdoctoral Fellow and part-time lecturer at TUT. Since 2011, he has served as a supervising Lecturer at Victory Community Learning Centre, focusing on teaching, curriculum design, assessment management, and staff supervision. He is also a part-time lecturer at TUT, contributing to mathematics education and postgraduate research mentorship. Between 2018 and 2021, he coordinated the Upgrading Program, overseeing student progress and resources. His research interests include mathematics education challenges, dyscalculia awareness, and inclusive pedagogies. He has published and presented at national and international forums, underscoring his commitment to advancing educational development and community impact.

TO CITE ARTICLE

Mampane, Tebogo Jillian, and Carlit Casey Tibane. “Mentoring for Foundation Phase Mathematics delivery in South African primary schools: A multiple-Case study using Deliverology and Implementation Science.” Journal of Education and Learning Technology 7, no.7 (2026): 706 – 726. https://doi.org/10.38159/jelt.2026772