| Journal | Issue | Title | |
| SA Journal of Education | Vol 43, No 4 (2023) | Teacher voice: A balancing act? | Abstract PDF |
| Bernice Badal, Saloshna Vandeyar | |||
| SA Journal of Education | Vol 41, No 4 (2021) | Teachers and school administrators’ perceptions of characteristics of an effective school: A study of Anatolian high schools (exam-based entrance high schools) in Turkey | Abstract PDF |
| İsmet Ergin, Füsun Kaplan, Ayşe Korkmaz | |||
| SA Journal of Education | Volume 42, Supplement 1, December 2022 | Teachers as curriculum leaders in secondary schools in Vhembe district, South Africa | Abstract PDF |
| Rebecca Bessong, Teresa Ogina | |||
| SA Journal of Education | Volume 39, Supplement 1, September 2019 | Teachers for rural schools – a challenge for South Africa | Abstract PDF |
| Pierre du Plessis, Raj Mestry | |||
| SA Journal of Education | Vol 42, No 3 (2022) | Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey | Abstract PDF |
| Ismail Kilic, Mehtap Ozel | |||
| SA Journal of Education | Vol 45, No 1 (2025) | Teachers’ attitudes and challenges towards the implementation of entrepreneurship education in Limpopo primary and high schools | Abstract PDF |
| Samuel Ntsanwisi, Sibongile Simelane-Mnisi | |||
| SA Journal of Education | Volume 41, Supplement 1, October 2021 | Teachers’ beliefs and practices when teaching life sciences using their second language | Abstract PDF |
| Amos Ntokozo Motloung, Lydia Mavuru, Carmel McNaught | |||
| SA Journal of Education | Vol 30, No 3 (2010) | Teachers’ beliefs and their intention to use interactive simulations in their classrooms | Abstract PDF |
| Jeanne Kriek, Gerrit Stols | |||
| SA Journal of Education | Vol 44, No 2 (2024) | Teachers’ challenges in implementing a learner’s code of conduct for positive discipline in schools | Abstract PDF |
| Sindiswa S Zondo, Vusi S Mncube | |||
| SA Journal of Education | Vol 34, No 1 (2014) | Teachers’ experience of the implementation of values in education in schools: “Mind the gap” | Abstract PDF |
| C Ferreira, S Schulze | |||
| SA Journal of Education | Vol 43, No 4 (2023) | Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey | Abstract PDF |
| Maide Orcan-Kacan, Neslihan Dedeoglu-Aktug, Muhammet M. Alpaslan | |||
| SA Journal of Education | Volume 42, Supplement 1, December 2022 | Teachers’ opinions about elitism in gifted education | Abstract PDF |
| Branka Radulović | |||
| SA Journal of Education | Vol 40, No 2 (2020) | Teachers’ opinions regarding the symptoms of central auditory processing disorder in children with reading and writing difficulties | Abstract PDF |
| Işık Sibel Küçükünal, A. Dilek Öğretir Özçelik, Fulya Yalçınkaya | |||
| SA Journal of Education | Volume 41, Supplement 2, December 2021 | Teachers’ perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho | Abstract PDF |
| Mahlape Tseeke | |||
| SA Journal of Education | Volume 38, Supplement 2, December 2018 | Teachers’ perceptions of learners who are street children: A South African case study | Abstract PDF |
| Jacob Dladla, Teresa Auma Ogina | |||
| SA Journal of Education | Vol 35, No 2 (2015) | Teachers’ perceptions of school nutrition education’s influence on eating behaviours of learners in the Bronkhorstspruit District | Abstract PDF |
| Mojisola D Kupolati, Gerda J Gericke, Una E MacIntyre | |||
| SA Journal of Education | Vol 34, No 1 (2014) | Teachers’ perceptions of the Integrated Quality Management System: lessons from Mpumalanga, South Africa | Abstract PDF |
| Thobela Nozidumo Queen-Mary, Oliver Mtapuri | |||
| SA Journal of Education | Vol 40, No 2 (2020) | Teachers’ perceptions on their awareness of social roles and efforts to perform these roles | Abstract PDF |
| Aydin Balyer, Kenan Özcan | |||
| SA Journal of Education | Vol 44, No 3 (2024) | Teachers’ perspectives on the difficulties they experience with students who stutter, and educational regulations | Abstract PDF |
| Pelin Pistav Akmese, Nilay Kayhan, Barıs Akmese | |||
| SA Journal of Education | Vol 35, No 1 (2015) | Teachers’ professional development: Awareness of literacy practices | Abstract PDF |
| Berit Lundgren, Eileen Scheckle, Denise Zinn | |||
| SA Journal of Education | Vol 33, No 2 (2013) | Teachers’ reflections on distributive leadership in public primary schools in Soweto | Abstract PDF |
| Suraiya R Naicker, Raj Mestry | |||
| SA Journal of Education | Volume 41, Supplement 2, December 2021 | Teachers’ representation of the mitigation strategies to challenges of implementing the 2015 to 2022 Zimbabwean social studies curriculum | Abstract PDF |
| Pfuurai Chimbunde, Maserole Christine Kgari-Masondo | |||
| SA Journal of Education | Vol 34, No 4 (2014) | Teachers’ social capital as a resource for curriculum development: lessons learnt in the implementation of a Child-Friendly Schools programme | Abstract PDF |
| Mpho Modipane, Mahlapahlapana Themane | |||
| SA Journal of Education | Vol 31, No 1 (2011) | Teachers’ use of questioning in supporting learners doing science investigations | Abstract PDF |
| Umesh Dewnarain Ramnarain | |||
| SA Journal of Education | Volume 39, Supplement 2, December 2019 | Teachers’ views of inclusive education in Serbian schools | Abstract PDF |
| Smiljana Đukičin Vučković, Anđelija Ivkov-Džigurski, Ljubica Ivanović Bibić, Jelena Milanković Jovanov, Ivan Stojšić | |||
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