Research and Advances in Education

Teacher Narratives on Female Dominance in Sustainable Development: Early Childhood Education

Mahudi Mofokeng — 2025-10-27

Early childhood education (ECE) teachers are female, even in school management positions. ECE is perceived as dominated by females and has long been regarded as a female occupation. This study explores teacher narratives on female dominance in sustainable development in ECE. Even though females dominate ECE, slight changes occur as some male teachers break the stereotyping and the gender imbalance. This article explores the teacher’s narrative through qualitative research, semi-structured interviews, and focus groups, which were employed to understand teachers’ narratives on female dominance. Female teachers were purposefully selected to provide an in-depth understanding of the phenomenon. The paper is theoretically grounded on social identity theory, emphasizing that individuals must protect their identities through favorable groups to preserve their self-esteem. A thematic analysis approach was applied to analyse and make the collected data meaningful. The findings show that there are few male teachers in ECE, and as a result, men who wish to become teachers in ECE are scared to be ridiculed and not regarded as man enough. The suggestion is that for ECE to be sustainable, the Department of Basic Education must consider male teachers to be included in ECE and develop strategies for recruiting male teachers and their sustainability.

A Comparison of the Performance of Direct and Transition Students in a Bachelor’s Degree Programme in Kenya

M Wekesa — 2025-10-28

This study examined the comparative academic performance of direct entry and transition students in several Bachelor’s degree programmes in Kenya, in the context of the Recognition of Prior Learning framework. Through the historical review of Kenyan education policies, the Kenya National Qualifications Framework Act (2022), and General Regulations 2025, the study established that alternative admission routes are essential tools for employability, lifelong learning, and inclusivity. Using a quantitative retrospective design, final mean cumulative GPA data from 2,542 graduates were analyzed through one-way ANOVA and Games-Howell tests. Of these, 1,728 (68%) were direct entry and 814 (32%) were transition students. A one-way ANOVA showed that there was a significant difference in cumulative GPA between students who joined the undergraduate program via Direct Entry and those who transitioned from diploma programs (F_(1,2540) = 4.859, p = 0.028). The Games-Howell Test for post hoc analysis showed that the transition group performed significantly better than the direct entry group in the Bachelor of Arts in Psychology and Counselling (F_(1,383) = 6.653, p = 0.01) with ( + sd = 3.11 + 0.34) and ( + sd =2.96 +0.53) respectively. The reverse was true in computer science (F_(1,465) = 14.583 and p<0.001), with the direct entry students returning a cumulative GPA of ( + sd = 2.66 + 0.47) as compared to the transition group ( + sd = 2.42 + 0.58). There was no difference between the groups in the Bachelor of Arts in Communication (F_(1,591) = 0.000, p>0.05). These results affirm the RPL policy that provides alternative routes of access to undergraduate studies. The study recommends further investigation on the identification of the specific factors that influence better performance from transition students and exploring the issue of admitting students without formal qualifications into degree programmes.

The Influence of Performance Appraisal Systems on Young Faculty’s Research Motivation in Chinese Universities

Chao Li — 2025-10-31

The performance appraisal systems in Chinese universities play a crucial role in shaping the academic behavior, motivation, and career trajectories of young faculty members. While these systems have been successful in increasing research productivity, they have also contributed to rising stress, burnout, and intrinsic motivation suppression among early-career academics. This paper examines the influence of performance appraisal systems on research motivation among young faculty in Chinese universities, with a focus on the tension between extrinsic incentives and intrinsic academic passion. Drawing on Self-Determination Theory and Expectancy Theory, the study explores how performance evaluation frameworks impact motivation through mechanisms such as institutional incentives, fairness perceptions, and behavioral compliance. It highlights the generational and disciplinary variations in the experience of appraisal systems and proposes a set of reform directions aimed at fostering a more sustainable and supportive academic environment. Key recommendations include shifting from quantity-based to quality-oriented metrics, incorporating qualitative feedback, enhancing well-being metrics, and promoting equity across disciplines. The findings underscore the need for universities to balance performance pressures with a supportive, autonomy-oriented academic culture that fosters both productivity and long-term academic engagement.