Teacher Profiles on Social Cohesion and Learner Outcomes in Public-Private Partnership Schools in the Western Cape of South Africa

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Their stated purpose is to redress the twin challenges of persisting poor learner outcomes and a lack of social cohesion which face those schools which serve children in historically disadvantaged communities. This study was set to examine how the profiles of teachers at selected PPP schools reflect the SOPs’ efforts to realise the contractual goal of the PPP schools. Using Man-Whitney U, the profiles of primary and secondary school teachers were compared to determine whether or not the schools shared the key demographics for addressing learner outcomes and social cohesion challenges. The findings indicate no significant difference in the examined social, academic and professional profiles of the sampled teachers across the selected primary and secondary PPP schools. However, what the profiles suggest is the need for twofold sets of strategies to be designed by WCED. One is the need for a set of strategies for the improvement of the representation of some ethnic groups amongst both teachers and learners to ensure a more acceptably diverse mixture of social profiles of teachers with the aim of achieving social cohesion goals. Second, despite the potential of the existing academic and professional profiles of these teachers to improve learner outcomes at the selected PPP schools, there is a need to set employment guidelines to protect young teachers from the negative impacts of the autonomy granted to management bodies of these schools. Additionally, the guidelines should improve the performativity and accountability frameworks which tend to characterise these schools. Public-Private Partnership collaboration schools School Operating Partner social cohesion learner outcomes Introduction In the Western Cape province of South Africa, Public Private Partnership (PPPs) or Collaboration schools, are technically managed by an intermediary agency called a School Operating Partner (SOP). The operation of SOPs falls under the School Governing Body (SGB) of a PPP school. In most cases, the SGB of a PPP school comprises a majority of SOP members [ 1 ]. The WCED’s ostensible and stated aim of contracting SOPs to manage these schools is to address the persistent problem of learner outcomes, as the learners in these schools have been consistently performing poorly academically. When the project was first mooted, as in other countries with PPP schools, their argument was that placing certain schools under contracted management would yield better academic performance outcomes in comparison with the performance of learners who are part of the long chain of decision-making through government bureaucratic management [ 1 , 2 , 3 , 4 ]. Therefore, according to this arrangement, both parties in collaboration, SOPs and the government (WCED), have roles to play. WCED contracts SOPs to manage, or to be a major part of the existing management of, schools which range from brand-new schools established by the government to existing academically underperforming, underserved and under-resourced turn-around schools in marginalised and disadvantaged communities [ 1 ]. SOPs are expected by WCED to introduce innovative pedagogical practices and management techniques to generate academic excellence in these schools. Meanwhile, given the social demographic of the population and schools in South Africa, and the promises made by South Africa’s post-apartheid government, public schools are expected to be vehicles for enhancing what has been seen to be a pre-existing social cohesion that has been disrupted and fragmented by the apartheid legacy [ 5 ]. Describing the meaning of lack of social cohesion, which this study also borrows, [ 6 ] argues that the population of South Africa is the most economically, socially and racially stratified in the world as measured by unequal distribution of income, wealth and standard of living across the races. It should be noted that the teachers employed by the government in these schools may remain on the government payroll - excluding those employed by SOPs through SGBs, while the schools remain the government's property, and receive financial support from the WCED. Also, like any other public school, SOPs do not have the power to screen learners for admission based on their academic ability or other characteristics. This form of PPP contract is essentially performance-based and SOPs, as private partners, are accountable to the government for delivering on a threshold of outcomes at PPP schools [ 7 ]. These outcomes may include, in addition to enhancing learning outcomes in terms of academic performance by introducing improved management and pedagogical practices, increasing access, improving the overall quality of education, reducing inequalities, and reducing costs [ 8 , 4 , 9 ]. In return, the schools receive support through dedicated operational networks and finance. At the same time, the government, as a public party of the contract, continues to service the schools as public schools [ 10 ]. This implies that a PPP school’s contract can be revoked if the SOPs serving on the SGB do not deliver per WCED expectations. This PPP model in South Africa, as with other types/variations across the globe, in particular in the US, and UK, is prevalent in PPP literature in education [ 2 , 11 , 3 , 1 , 12 , 13 , 14 , 4 ]. For goals related to learning outcomes and social cohesion, teachers' profiles can be said to play a key role and act as significant determinants of these. However, studies on teachers have focused more on teachers being in schools, their interactions with learners in the classroom and the contribution of, and the relationship between, demographic characteristics of teachers and learning outcomes in either public or private schools, looked at separately [ 15 , 16 , 17 ]. Those studies focused on the contribution of PPPs in the area of learning outcomes related to academic performance have focused on the contribution of learning environments and their features, such as infrastructure rehabilitation and development [ 18 ], the planning of academic activities, innovation and teacher policy reforms and affairs [ 9 , 19 ]. Unlike the highlighted studies, this study focuses on examining the profiles of teachers at PPP schools in order to understand whether or not these are key to learning outcomes and social cohesion in selected PPP schools under various different SOPs in the Western Cape. The study is premised on the argument that teachers are at the heart of steering both school learning outcomes and social cohesion in a school, and the possibility that their profiles reflect, or are an indication of, the realisation of these combined goals. Further, evidence shows that, besides the home and school environment, teachers and their quality of teaching constitute additional primary factors which influence learning outcomes and social cohesion [ 20 ]. Also, according to [ 21 ], before the contribution of school management and leadership in enhancing teachers’ productivity in terms of learner performance, the first factor to be considered is their profiles, which are germane to their quality. These profiles include their education level, teaching qualification, general teaching experience, their experience at their current schools, and their employment contract. Moreover, it is difficult to separate the level and quality of social cohesion in schools from demographic factors pertaining to the teachers, including age and home language, in contexts where home language is a sensitive issue, such as in race-sensitive and other contexts. We argue in this study that examining the profiles of teachers in PPP schools in the Western Cape is important for gauging the quality and effectiveness of these schools in achieving the dual goals due to the influence and implications of these on learning outcomes and on social cohesion in the schools where they teach. This study thus aims to respond to the following research question: How do the profiles of teachers address poor academic learning outcomes and lack of social cohesion in PPP schools in the Western Cape? Literature Review Public education reform results from a combination of different drivers and interventions from various stakeholders [ 8 , 22 ]. Globally, one of the significant educational reforms which go beyond privatisation is the introduction of PPPs in education. The literature indicates that PPPs in education across the globe have various facets and models [ 2 , 11 , 12 , 4 , 14 , 1 , 13 ]. These facets include those related to the provision of education, such as contracts for the provision of education through voucher and charter schools, subsidies in schools, contracted management of public schools, and funding and financing of schools for targeted learners [ 3 , 4 ]. Evidence also shows that PPPs, previously confined to other areas such as transport, health, tourism, and information technology, are taking hold in education in several countries in the global South. The PPP model in education is an emerging form of provision of education services, particularly in low- and middle-income countries in Africa, Asia and Latin America [ 8 , 14 , 23 , 1 ]. In Africa, this model is taking hold in Liberia, Sierra Leone, Uganda and South Africa [ 4 ]. In South Africa, particularly in the Western Cape, the PPP arrangement involves the creation of a hybrid of public and private schools in which public-owned and funded schools are privately operated as contract schools by a private partner. This forms part of a contractual PPP arrangement with accountability implications for school governance and the regulation of teachers in various educational areas, including the extent to which their pedagogical and assessment activities are achieving a particular set of stated goals, such as learner performance, among others [ 3 ]. The achievement of such educational goals was seen in this and other studies as contributing to the realisation of the Sustainable Development Goal (SDG4 in education through SDG17). This factor is seen to encourage the use of partnerships between the government, the private sector, and civil society, whose shared aim is to address inequalities in the provision and access to public services. Therefore, according to [ 24 ] although with reference to India, equally in South Africa, PPPs in education operate and adhere to constitutional principles that education should be compulsory, accessible to all without discrimination, acceptable in terms of good quality of teachers and facilities, and adaptable to all social contexts, including group diversity. Public-private partnership schools in developing countries and South Africa There is some evidence to show that PPPs in education can be used to bring about reforms in schools in vulnerable, under-resourced, needy and marginalised communities [ 22 ]. However, the achievement of this depends on the design of the PPP arrangements, a country's regulatory framework, and the government's capacity to oversee and enforce the PPP contracts [ 3 ]. For example, PPPs have been argued to increase the accountability, quality, diversity, efficiency and performance of schools by redressing the drawbacks related to cumbersome and inefficient government bureaucratic procedures in the education system [ 11 , 25 ]. This is one of the arguments influencing PPPs in education becoming a part of national educational policies in South Africa and other developing countries whose aim is the achievement of the SDGs, at the same time improving the quality of education for all children. This quality of education is measured through improved learning outcomes as well as the extent of social cohesion in such schools. In South Africa, it is through PPPs the government can manage some public schools through a more direct, bureaucratically unencumbered, and hands-on approach. In the global context, several forms of PPPs for the provision of education services and operations exist. These include voucher/school choice schemes, charter/concession schools, private management of schools, subsidies, and private financial assistance [ 3 , 4 ]. However, the prominent PPP education model in South Africa is based on the contracted management of schools to provide educational services and operations as a whole [ 7 ]. That is, there are PPP schools which have their management outsourced to private partners and continue to receive funds from the government, and there are PPP schools which, although they receive funds from the government, are supported by the private partner through financial initiatives and engagement activities. In both arrangements, the schools are simultaneously guided by the contract and government policies [ 7 ]. Also, both forms of PPP contracts have been claimed to have a remarkable impact on teachers and, subsequently on learning outcomes because of the autonomy vested in the SOPs in terms of the recruitment, management and dismissal of teachers [ 8 , 4 ]. [ 3 ] explain that the primary benefit of the PPPs contract is flexibility in managing the schools and providing education. Public-private partnership in Western Cape Due to the apartheid legacy, schools in the Western Cape serve diverse communities of learners characterised by designated classes of schools and racially and/or socio-economically categorised communities in poor socio-economic situations where some of these schools continue to face poor academic learning outcomes and a lack of social cohesion due to persisting apartheid legislated segregation by race. This inevitably results in unequal learning opportunities among racially categorised groups, namely, ‘White’, ‘Coloured’ and ‘Black’ African communities [ 21 , 26 ], and a lack of resources in schools in the marginalised socio-economically poor communities where parents of learners tend to be more concerned about their economic wellbeing than about the academic and academic performances of their children [ 1 ]. It follows that, while the rationale for developing PPP schools in the Western Cape is to maximise the potential for increasing the amount of equitable access to education, improving equity, and improving education outcomes for these disadvantaged groups [ 3 ], these schools cannot achieve these goals without a strong cohort of teachers, in particular highly qualified, and experienced teachers. Evidence shows a correlation between teachers’ profiles, learning outcomes, and social cohesion in a school or schools [ 21 ]. The process of organising PPP schools in the Western Cape involves contracting or outsourcing the SOPs to manage or collaborate in the managing of, these schools. The literature describes how the acquisition of an operating partner such as an SOP normally involves using a transparent and competitive bidding process based on quality and certain criteria [ 3 ]. Employing this arrangement, the operating partner is required to produce certain outcomes to maintain the contract. Among others, the outcomes may include learner outcomes in terms of academic performance in a metrics examination and other assessments, as well as evidence of social cohesion within the school in this context. Therefore, the contracting process itself, together with the results of the contract, would in theory be able to yield higher-quality academic learning outcomes and social cohesion [ 3 ]. Despite the highlighted impact of a PPP arrangement on the improvement of the operation of these schools for marginalised and disadvantaged communities, as is evidenced in some of the literature, there exists a knowledge gap regarding how the profiles of teachers at these schools are examined to address both poor academic learning outcomes and lack of social cohesion in the PPPs schools in the Western Cape. Public-private Partnership Schools and Teachers As PPPs in education are adopted in developing countries, together with analyses of what the expansion of the uptake of PPPs means for teachers in developing countries, we consider the use of South Africa as a case to be both important and valuable in an unequal education context. This is due to the fact that PPPs being a new form of policy intervention in education, have been found to have mixed evidence in terms of positive and negative impacts on teachers at these schools [ 8 ]. Positive impacts would include addressing the challenges related to equity, accountability, social cohesion and effective management of these schools and teachers [ 3 , 8 , 14 ]. While teachers form a part of the areas affected by PPPs, they are also important in explaining the success and failure of measurably strengthening equity, accountability, social cohesion, and the general effectiveness of the schools. In developing countries establishing PPPs between the government and private partners entails certain risks to teachers. While PPPs are argued to improve, among other factors, equity, accountability, social cohesion, as well as learner outcomes in schools in marginalised, disadvantaged and under-resourced communities, the possibility exists that these achievements could, in some cases, be at the expense of the teachers at these schools [ 2 , 22 ]. Scepticism regarding the actual success and value of these schools ranges from seeing the tendency of PPP schools to demoralise and discourage teachers due to the pressure put on them by their contractual agreement or arrangement. This involves privately managing public schools with the stated aim of measurably increasing learner performance motives through increasing the productivity of teachers, in this way commodifying teachers [ 2 , 3 , 8 , 14 ]. For example, [ 22 ] comment that PPPs can negatively affect teachers when they lead to more complicated regulatory frameworks and then have the potential to become abusive where stronger SOPs dominate. The tension occasioned by this disproportionate balance of power is further due to the accountability, autonomy and performativity frameworks that render the private management of schools tantamount to the privatisation of public schools [ 25 , 2 ]. The outcome of the imposition of this kind of framework is the overwhelming and overcontrolling of the teachers, who are the key players and together constitute the agency, and take on the responsibility for facilitating the achievement of learner outcomes and social cohesion, among other stated goals. This may further lead to resistance by the teachers as they may see PPPs as threatening their job stability by diminishing the terms and conditions of their services [ 3 ]. It should also be noted that in addition to other kinds of engagement with teachers accompanying the PPP schools, such as the provision of continuous professional development geared towards increasing their instruction skills and managing their performance, SOPs and SGBs together have the autonomy to appoint and dismiss teachers [ 3 , 1 ]. Subsequently, the PPP schools in the Western Cape have a mix of teachers, some employed by the government (WCED) and some by SOPs through SGBs. While the profiles of teachers can be key signals to understanding the efforts to realise social cohesion and improve academic learner outcomes goals in PPPs schools serving learners in marginalised, disadvantaged and under-resourced communities, there is a lacuna of empirical investigation regarding the profiles of teachers in PPP schools in the Western Cape province of South Africa. This study intended to go some way to filling this gap by examining the profiles of teachers in PPP schools as a key agent for the realisation of both learner outcomes and social cohesion. Methodology To examine the profiles of teachers in PPP schools in the Western Cape, the study used the demographic data obtained from a questionnaire developed for the study (See Appendix A). The questionnaire was administered to sampled teachers from eight schools, four primary and four high (secondary) in the Western Cape. Therefore, the population consisted of teachers in the Western Cape's PPP primary and secondary schools. The sample of respondents comprised 164 randomly selected teachers from the eight schools who completed the close-ended questionnaires. We considered the use of such questionnaires to be important in examining and providing a broader understanding of the profiles of these teachers in the process of ascertaining their potential for redressing poor learning outcomes and lack of social cohesion across the sample of primary and secondary schools in historically disadvantaged contexts of the Western Cape. The Western Cape was chosen because the city has a relatively greater diversity of dwellers representing various different ethnic groups than any other city in South Africa. The (coded) school names and sample size are as follows: Primary 1 with 28 teachers, Primary 2 with 16 teachers, Primary 3 with 15 teachers, Primary 4 with 16 teachers, High 1 with 29 teachers, High 2 with 12 teachers, High 3 with 32 teachers and High 4 with 16 teachers. The first set of data analysis involved descriptive statistics and was used to examine the profiles of teachers across the schools in relation to social profile (age, gender, race, home language), academic profile (academic qualifications and teaching qualifications), and professional profile (overall teaching experience, experiences in current schools, and employment contract types of teachers). Then, using Man-Whitney U, the profiles were compared to determine whether or not the primary and secondary (high) school teachers shared profiles. To enhance the validity and reliability of items, the questionnaire was piloted before final data collection, and certain items were improved to ensure that they served to capture the desired information. In addition, because the data is ordinal and not normally distributed, non-parametric tests for comparing means were used. Results The research question guiding the study is: How do the profiles of teachers address poor academic learning outcomes and lack of social cohesion in PPP schools in the Western Cape? Starting with the social profiles of teachers, the first part of the results focuses on an attempt to understand the extent to which the mixture of social profiles of teachers, such as age, gender, race and home language, reflect the range of different social profiles of learners and communities in the Western Cape and in South Africa at large. The second part of the findings presents the extent to which the professional and academic profiles of the sampled teachers were examined to improve learner outcomes in PPP schools. Social profiles of teachers Age profiles of teachers indicated that precluding High School 1, the remaining schools had more teachers within the age cohort of 20–30 years. High school 1 showed an inverse pattern of age profile for teachers as it had more teachers in the age group 41–50, followed by those in the 31–40 age group. Also, climbing the age ladder, the number of teachers in older age brackets was shown to decrease in the remaining seven schools, indicating that most teachers in these schools were younger. The same pattern was observed for gender: excluding High School 1 and Primary School 3, the remaining schools were found to have more female teachers than male teachers. The findings are confirmed by the Man-Whitney U results, which indicated that the schools are not equal in terms of the age distribution of teachers U = 2386.5, p = .001 where high schools have more older teachers than primary schools. Regarding race, ‘Coloured’ teachers constituted the largest proportion of teachers in the schools, followed by ‘Black Africans’ and ‘Whites’. High school 1 and High school 4 had more Black African teachers, while High school 2 and High school 3 had no Black African teachers but had a proportionally greater number of ‘Coloured’ teachers. All of the primary schools had a larger proportion of ‘Coloured’ teachers compared to the other two race groups. ‘Whites’ were leading in High School 3 and were significant but fewer in number than ‘Coloured’ teachers in Primary School 1, Primary School 2 and High School 2, and absent as a racial group in Primary School 3, Primary School 4 and High School 4. The pattern of race distribution was shared across the schools, as indicated by the Man-Whitney U results, which indicated no significant difference in race composition of teachers across the schools, U = 2793.5, p = . 121. The predominant home language amongst the teachers was Afrikaans. It was predominant in High School 2 and High School 3, while it was the second prominent home language for teachers in Primary School 1 and Primary School 3. The second overall predominant home language for teachers was English, leading in all primary schools and the language in second place in all High schools. The third predominant home language was isiXhosa, of highest predominance in High School 1 and High School 4 and second in predominance in Primary School 2 and Primary School 4. These findings are confirmed by Man-Whitney U results, which indicated that the schools do not share an equal distribution of teachers by home language U = 2032, p = .001: English and Afrikaans as teachers’ home languages were more predominant in primary schools than in secondary schools. Table 1 Social profiles of teacher across the schools in percentage, N = 164 Profile Prim 1 Prim 2 Prim 3 Prim 4 High 1 High 2 High 3 High 4 Total Age 20–30 31–40 41–50 50+ 12.2 4.3 7.9 4.3 3.0 4.9 7.3 6.1 50 3.7 3.0 1.2 1.2 4.3 1.2 4.3 3.0 22 1.2 1.2 - 3.7 6.7 - 2.4 0.6 15.9 1.2 - 0.6 3.7 1.2 5.5 - 12.2 Total 17.1 9.8 9.1 9.8 17.7 7.3 19.5 9.8 100 Gender Female 14.3 9.9 0.6 8.1 8.7 6.2 10.6 6.2 64.6 Male 3.1 - 8.1 1.9 9.3 1.2 8.1 3.7 35.4 Total 17.4 9.9 8.7 9.9 18.0 7.5 18.6 9.9 100 Race Black Africans African 0.6 1.2 0.6 3.7 15.5 - - 5.6 27.3 Coloured 9.3 7.5 3.7 6.2 0.6 5.0 5.6 4.3 42.2 Indian 0.6 - 5.0 - - - - - 5.6 White 6.2 1.2 - - 0.6 2.5 13.7 - 24.2 Others 0.6 - - - - - - - 0.6 Total 17.4 9.9 9.3 9.9 16.8 7.5 19.3 9.9 100 Home language isiXhosa 0.6 1.3 - 1.9 7.7 - - 3.8 15.4 Afrikaans 8.3 0.6 3.8 1.3 - 4.5 19.2 1.9 39.7 English 9.0 7.1 5.1 5.1 3.8 3.2 1.3 3.2 37.8 Others: isiZulu, Sethotho, Tsonga - 06 0.6 1.9 1.9 - - 1.2 7 Total 17.9 9.6 9.6 10.3 14.1 7.7 20.5 10.3 100 Academic profiles of teachers For the majority of teachers across the schools (43.7%) a Bachelor's degree was their highest academic qualification. High School 2 was the only school found to have more teachers with postgraduate certificates than Bachelor’s degrees. The second highest education qualification held by the teachers was found to be a postgraduate certificate. This was found to be the second highest education qualification across all schools, excluding Primary School 3 and Primary School 4, where the second highest qualification was a Diploma. The third highest education qualification was found to be an Honours degree, which was found to be held by 15.8% of teachers in the first in High School 1, but no teachers were found to hold an Honours degree in Primary School 2. These findings are attested to by the Man-Whitney U results and indicate that the highest academic qualifications are not equal between the primary and secondary schools, U=2205, p =.001, with the secondary schools having more teachers with higher levels of academic qualifications than those in the primary schools. Regarding educational qualifications, when excluding High School 1 with a Postgraduate certificate as the highest educational qualification held by teachers, the remaining schools were found to have a Bachelor's degree in education as the first highest educational qualification amongst their teachers. The second leading educational qualification was the Postgraduate certificate. The third highest educational qualification was a Higher Diploma in Education, and this was the second highest for Primary school 3 and Primary school 4 and the third highest for High school 1 and Primary school 4. The Man-Whitney U test reflected similar results by indicating a similar direction of the composition of teachers with the highest teaching qualifications between the primary and high schools, U=2563.5, p =.699. Table 3: Qualifications of teachers across the schools in percentage, N=164 Qualification Prim 1 Prim 2 Prim 3 Prim 4 High 1 High 2 High 3 High 4 Total Highest Academic qualification National Senior Sch. leaving cert. 1.3 0.6 - 0.6 - 0.6 - - 3.2 Diploma 0.6 0.6 3.8 1.9 1.9 - 2.5 0.6 12.0 Bachelor’s degree 12.0 4.4 3.2 4.4 5.1 2.5 6.3 5.7 43.7 Postgraduate Certificate 1.3 1.9 1.3 1.3 3.8 3.2 4.4 0.6 17.7 Honours Degree 0.6 - 1.3 1.3 5.7 1.3 3.2 2.5 15.8 Master’s Degree - - - - 1.3 - 2.5 - 3.8 National Senior Cert/Matric - 0.6 - 0.6 - - - - 1.3 Other: N4-N6, ECD 5, etc - 1.9 - - - - 0.6 - 2.5 Total 15.8 10.1 9.5 10.1 17.7 7.6 19.6 9.5 100 Highest teaching qualification Lower Primary Teacher’s Cert. - - 0.7 - - - - - 0.7 Teacher Senior Diploma 0.7 0.7 - - 0.7 - 0.7 0.7 3.4 Higher Diploma in Education - 0.7 2.7 2.1 5.5 - 3.4 - 14.4 Bachelor Degree in Educ. 12.3 3.4 2.7 5.5 5.5 1.4 6.8 7.5 45.2 Postgraduate Cert. in Education 2.1 3.4 0.7 1.4 6.2 - 8.9 2.7 25.3 No Teaching Qualification 2.1 2.7 2.8 0.7 0.7 - 2.1 - 11 Total 17.1 11 9.6 9.6 18.5 1.4 21.9 11.0 100 Professional profiles The findings indicated that, excluding High School 1 and Primary School 3, the overall leading number of years of teaching experience of teachers in the remaining schools was 0-5 years. In Primary school 3 and High school 1, teaching experience of 20 years and more was predominant. It was also the second overall leading teaching experience in the number of years. However, this particular category did not exist in Primary School 1. The third highest number of years in terms of teaching experience was 6-10 years. This period of years of experience was the second highest in Primary school 1, Primary school 4, High school 2 and High school 4. The fourth teaching experience was 11-15 years. This was the second teaching experience in High School 1, the third teaching experience in Primary 2, Primary 3 and High School 2. However, this specific period of teaching experience did not exist in Primary 1, Primary school 4 and High school 4. For current school experience, the 2-5 years of teaching experience predominated across all the schools. This was followed by periods of less than a year, excluding Primary School 3, which had more teachers with more than 10 years of experience. For employment contract status, the numbers of teachers employed by School Governing Bodies (SGB) predominated across all schools. This was followed by government (WCED) employed teachers. Primary school 1 did not have government-employed teachers. The Man-Whitney U results confirmed the shared compositions by indicating that the primary and secondary schools have no statistical difference in professional profiles of teachers in relation to general teaching experience U=2975.5, p =.922, school current experience U=3188.5, p= .686 where the majority of teachers had 2-5 years of teaching experience in current school and employment status of teachers U=2710, p =.424 where the majority of teachers were SGB employees. Table 3: Professional profiles across the schools in percentage, N=164 Profile Prim 1 Prim 2 Prim 3 Prim 4 High 1 High 2 High 3 High 4 Total General teach Exp. 0- 5 7.7 5.1 0.6 6.4 3.8 5.1 9.6 7.7 46.2 6- 10 6.4 0.6 0.6 1.9 2.6 1.3 1.9 1.3 16.7 11 - 15 - 1.3 1.3 - 3.8 0.6 3.2 - 10.3 16- 20 0.6 0.6 2.6 0.6 1.9 - 0.6 0.6 7.7 20+ - 1.9 3.8 1.3 5.8 0.6 4.5 0.6 18.6 Total 14.7 9.6 9.6 10.3 17.9 7.7 19.9 10.3 100 Current sch. Exp. Less than a year 7.4 1.8 1.2 4.3 2.5 3.7 4.3 1.8 27.0 2-5 years 9.2 5.5 3.7 5.5 12.3 3.7 15.3 6.7 62 6- 10 years 0.6 1.2 0.6 - 3.1 - - 0.6 6.1 More than 10 years - 1.2 3.1 - - - - 0.6 4.9 Total 17.2 9.8 8.6 9.8 17.8 7.4 19.6 9.8 100 Employment status WCED Employee - 2.0 3.9 0.7 3.3 0.7 3.3 0.7 14.5 SGB Employee 13.2 7.9 5.3 7.9 14.5 7.2 13.8 9.2 78.9 Intern and others 4 0.7 - - 0.7 1.3 - 6.6 Total 17.1 10.5 9.2 8.6 18.4 7.9 18.4 9.9 100 Discussion of Findings The aim of this study was to examine the profiles of a sampled group of teachers in the eight selected PPP schools in order to reflect the potential of the academic and social profiles of these teachers to realise the goal of PPPs in terms of redressing the persistent challenge of poor academic learning outcomes and lack of social cohesion, respectively in the schools where they were teaching. The findings raise several critical concerns about the effectiveness of PPPs in achieving these goals. Firstly, while the profiles of teachers reflect the contribution of their respective PPP schools’ goals towards improving learner outcomes and social cohesion, as reported by [21] a deeper analysis reveals specific challenges. The profiles reflect the complex social-political context, in which education is provided in South Africa, particularly in the Western Cape which complicates the effective implementation of the PPP goals [26]. Specifically, the social profile composition of teachers in the selected schools seemed to be tacitly based on social-political, psychological and legal contracts that do not appear to measurably redress the lack of social cohesion, at least in these selected schools. The lack of social cohesion remains contested as is evidenced by the homogenous ethnicity composition of teachers at these schools, - that is predominantly Coloured teachers, followed by Black Africans and White teachers across the primary and secondary schools. While these schools might reflect and relate to the predominantly ‘Coloured’ categorised learner populations in the communities, the lack of Black African teachers in these schools could suggest the need for more inclusive employment practices that better reflect the diverse learner demographics towards fostering an inclusive school environment. In addition, this ethnic distribution mirrors the surrounding community rather than reflecting the broader and diverse growing population of the Western Cape. This suggests that the legacy of Apartheid continues to negatively influence social cohesion, supporting the claim by [27] that schools in South Africa acculturate and assimilate those cultures and ethnicities surrounding them, thereby hindering social cohesion. Secondly, the findings indicated that the composition of the home languages of teachers was not shared by schools and that Afrikaans was the predominant home language of the teachers, followed by English and then by IsiXhosa. As the first two leading languages predominantly used by the teachers at these schools, the findings affirm the observation by [28] that the majority of teachers whose first language is Afrikaans or English tend to experience their teaching without linguistic interruptions underscoring the linguistic hegemony at these schools. This is particularly troubling as it suggests that the linguistic environment at these schools favours English and Afrikaans speakers, thus potentially marginalising teachers and students who speak African languages such as isiXhosa or isiZulu. Schools with a higher proportion of isi-Xhosa-speaking teachers may better support isi-Xhosa-speaking learners, thus enhancing their academic engagement and social cohesion. Furthermore, the findings for race and home language compositions of the teachers tacitly echoed the legal contract regarding the right of South Africans, regardless of their cultural or ethnic origin, to receive education in the official languages of their choice in public schools, as stipulated by the Language in Education Policy 1997 [31]. However, the effectiveness of this policy is, we contend, questionable given the dominance of English and Afrikaans as mediums of instruction. The strategic recruitment of a diverse cohort of teachers by SOPs underscores the superficial commitment to diversity that does not translate into meaningful social cohesion. More specifically, the collaboration schools sharing of profiles of teachers with some dominant and conscious or unconscious competing home languages and races also supports the goal of realising social cohesion and the claim that schools in South Africa construct different national identities that are hegemonic, exclusive and conflicted on the one hand and egalitarian and inclusive (social cohesion oriented) on the other hand [29, 27, 10, 32]. Thirdly, regarding the profiles of teachers being examined in an attempt to redress the learner outcomes challenge, the findings suggest the shared psychological and legal contract across the schools, which suggests that these schools had strategically recruited teachers with similar academic and professional profiles to realise the PPP goal. The results showed that these schools had more teachers within the younger age cohorts with a significant number of female teachers, with 0-5 years of both general working experience, as well as current schools’ working experiences of teachers. The overall findings indicate that the majority of teachers were relatively young and new across the PPP schools presumably for their energy, enthusiasm, and innovative practices. The significant presence of female teachers, particularly in primary schools, may contribute positively towards establishing a nurturing school environment. However, gender imbalances also influence inequitable representations of male teachers. Fourthly, 78.9% of the teachers across the schools were employed by SGB/SOPs and not by the government (WCED). Therefore, the findings suggest the shared schools’ psychological and legal contract that young teachers are or are seen to be, more productive, especially when employed on a contract basis and by non-government agencies, such as SOPs. These results support the argument provided by [3, 2, and [8] that PPP schools tend to be innovative, able to hold teachers accountable for improved learner academic performance and have academic and managerial autonomy so that they can operate effectively under an accountability framework. These findings echo the claim that the contract teachers in PPP schools increase learner outcomes in terms of test scores than teachers employed on a permanent basis by the government [3, 30, 21]. However, this approach raises concerns about the long-term sustainability and effectiveness of such a young workforce model, particularly around the need for job security compared to permanently employed WCED counterparts. In addition, while the presence of more experienced teachers in certain schools could offer stability and mentorship for novice teachers, potentially improving teaching quality and learner outcomes, the relatively high proportion of less experienced teachers might also suggest a need for continuous professional development to further develop their pedagogical strategies and classroom management. Conclusion In the complex educational context of South Africa, the PPP schools in the Western Cape were designed to achieve a dual purpose: to redress the poor performance of learner outcomes in poor and marginalised schools, while redressing the lack of social cohesion in these schools. This study sought to investigate the profiles of teachers in these schools to establish whether or not, and to what extent, the profiles could be said to align with the stated purposes of the WCED and the PPP schools. The study established that the extent to which the eight sampled PPP schools shared the social profiles of teachers, as well as the conflicted results in some social profiles, indicates both overt and implied efforts and contributions of the selected PPP schools in addressing social cohesion. However, the study shows that, despite such success, the social profiles of teachers in the current study show the existence of hegemonic tension, particularly in the case of home languages due to the dominance of Afrikaans and English, and of the homogenous ethnicity/racial group these schools. It should be noted that the current high predominance of Afrikaans and English language, as well as the predominance of certain teachers in the sample for this study, are contrary to the profiles of the larger more diverse population of the Western Cape and of South Africa. Therefore, the profiles of teachers at a particular PPP seem to form a reflection of the community served by that school instead of the larger population of the Western Cape or of South Africa. This implies that establishing and achieving social cohesion remains a contested and distant goal. On the other hand, the academic and professional profiles of the teachers under study display the implied efforts of their employers to exercise their autonomy to improve the performance of teachers as measured by learner academic performance through employing highly qualified and young/energetic, although with less experience. This however signals that the PPP schools and their respective management bodies, dominated by SOPs, are operating using performativity and accountability approaches. These approaches are founded on the idea that, in order to work well, employment and utilisation of highly qualified and young but less experienced teachers on a contract basis is key regardless of the fact that this policy could be detrimental to these teachers unless they are protected. Therefore, we argue that this study could help advance the implementation of the PPPs school model in the Western Cape by presenting the profiles of teachers in relation to where the model is working better in terms of achieving the intended goals as well as the types of setbacks encountered. Therefore, we see the study going beyond theorising the PPPs model from the literature to addressing the practical implementation progress of these schools in a complex educational context, at the same time presenting the model’s existing and potential success as well as its setbacks, particularly its effects on teachers employed by management in these schools. There are certain limitations of this study. Firstly, the study mainly focuses on eight selected PPP schools, which may not be representative of all PPP schools in the Western Cape. In this regard, the findings cannot be generalised to other contexts. A further study could include a larger and more diverse sample of PPP schools to ensure that the findings are more representative of the larger population. Secondly, the study provides an overview of the current situation but does not take into account changes over time. Thus, there is a need for a longitudinal study that would provide a more comprehensive understanding of the influence of PPPs concerning social cohesion and the achievement of learning outcomes. Declarations Acknowledgement Acknowledgement : We acknowledge the financial support from the National Research Foundation – South Africa, concerning this article. Funding Declaration We are grateful for the funding support provided by the National Research Foundation, South Africa. Consent to publish and participate Participants consented to the submission of findings for the journal article publication and informed consent was obtained from all individual participants included in the study and all participant were over 18 years old. Research Ethics Certificate and Approval Statement We are grateful for the Ethics clearance certificate issued by Cape Peninsula University of Technology. The ethical approval for this study was granted by the Faculty of Education Research Ethics Committee (EFEC) of the Cape Peninsula University of Technology (CPUT), Ethical approval number: EFEC 10-4/2021). All methods were performed in accordance with the relevant guidelines and regulations of the Faculty of Education Research Ethics Committee (EFEC) of the Cape Peninsula University of Technology (CPUT). Competing interests The authors declare that they have no competing interests. References Feldman J. Public private partnership in South African education: Risky business or good governance? Education as Change. 2020;24:1-18. Patrinos, HA. Designing effective public private partnerships in education. World Bank Blogs. 2023, https://blogs.worldbank.org/education/designing-effective-public-private-partnerships-education Barrera-Osorio F, Guaqueta J, Patrinos, HA. The role and impact of public private partnership in education. In Robertson SL, Mundy K, Verger A, Menashy F, editors, Public private partnership in education: New actors and modes of governance in globalised world. Edward Elgar Publishing. 2012. p. 201-216 . Aslam M, Rawal S, Saeed, S. Public private partnerships in education in developing countries: a rigorous review of the evidence. Ark Education Partnerships Group; 2017. Author 2; 2018. McKeever M. Social stratification and inequality in South Africa. Sociology Compass, 2023;18(2):1-14. Sayed Y, Soudien C. Managing a progressive education agenda in post-apartheid South Africa: the case of education public private partnerships. In Zajda J, editor, Third international handbook of globalisation, education and policy research. Cham: Springer. 2021. p. 117-138. Baum DR. The effectiveness and equity of public private partnership in education: A quasi experimental evaluation of 17 countries. Education Policy Analysis Archives, 2018; 26(105):1-32. Chaudhry S, Uboweja A. Public private partnerships in school education: learning and insights for India. Working paper; 2014. De Kock T, Sayed Y, Badroodien A. Narrative of social cohesion: bridging the link between school culture, linguistic identity and the English language. Education as Change. 2018;22(1): 1-29. Patrinos HA, Barrera-Osorio F, Guaqueta J. The role and impact of public private partnerships in education . Washington: World Bank; 2009. Hodge G, Greve C. Public private partnerships: governance schemes or language games? Australian Journal of Public administration. 2010;69:8-22. Leigland L. Public-private partnership in Sub-Saharan Africa: The evidence-based critique. Oxford University Press; 2020. De Koning M. Public private partnership in education assessed through the lens. In Draxler A, Gita SK, editors. The state, business and education: public private partnerships revisited. Edward Elgar Publishing; 2018. p 169-188. Sa’adatu SL. Relationship between demographic factors and the performance of teacher education. International Letters of Social and Humanistic Sciences. 2013;19:140-147. Armstrong P. Teacher characteristics and student performance: analysis using hierarchical linear modelling. South African Journal of Childhood Education. 2015;5(2): 123-145. Osuji CU, Wey-Amaewhule B, Iseleye TM. Influence of demographic variables on teachers’ job performance in senior secondary schools in River state. International Journal of Research Publication and Reviews . 2022;13(8):767-773. Afridi M. Equity and quality in an education public private partnership. A study report of World Bank supported PPP in Punjab, Pakistan; 2018. Hafeez F, Haider A, Zafar N. Impact of public private partnership programmes on students’ learning outcomes: evidence from quasi experiment. The Pakistan Development Review . 2016;55(4):955-1017. Marlina S, Rahamati A, Ismiyati. Effect of teacher’s competency, physical environment of classroom and family environment towards students’ learning motivation. KnE, Social Sciences . 2018;224-237. Ansari AH. Evaluating the effectiveness of Punjab’s public private partnership programmes in education (Unpublished PhD dissertation). University of Cambridge; 2021. Verger A, Zancajo A, Fontdevila C. Experimenting with educational development: international actors and the promotion of private schooling in vulnerable contexts. In Draxler A, Gita SK, editors. The state, business and education: Public private partnerships revisited . Edward Elgar Publishing; 2018. p 1- 15). Steiner-Khamis G, Draxler A. Introduction. In Draxler A, Gita SK, editors. The state, business and education: public private partnerships revisited. Edward Elgar Publishing; 2018. p 1- 15). Marphatia AA. Are public private partnerships the way to achieve the right to education in India ? A paper presented at the 18 th Conference of Commonwealth Education Ministries; 2012. Draxler A. International PPPs in education: New potential or privatising public goods? In Robertson SL, Mundy K, Verger A, Menashy, F, editors. Public private partnership in education: New actors and modes of governance in globalised world. Edward Elgar Publishing; 2012. p. 43-62 . Robertson SL, Verger A. Governing education through public private partnerships. Centre for Globalisation, Education and Societies, University of Bristol; 2012. Mashau TS. Multi-cultrual education: is education playing a role in acculturating different cultures in South Africa? American International Journal of Contemporary Research. 2012;2:57-65. Kennemer C, Knaus CB. Towards compassionate care: a critical race analysis of teaching in township schools. Education as Change 2019;23:1-21. Chick JK. Constructing a multicultural national identity: South African classrooms as sites of struggle between competing discourses. Journal of Multilingual and Multicultural Development. 2002;23(6): 462-478. De Talance M. Better teachers, better results? Evidence from rural Pakistan. The Journal of Development Studies . 2017;53(10): 1697-1713. Department of Education. Language in education policy. Pretoria: Government printer; 1997. Andrews P. Race, inclusiveness and transformation of legal education in South Africa; (2017). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3110039 Additional Declarations No competing interests reported. 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Cape province of South Africa, Public Private Partnership (PPPs) or Collaboration schools, are technically managed by an intermediary agency called a School Operating Partner (SOP). The operation of SOPs falls under the School Governing Body (SGB) of a PPP school. In most cases, the SGB of a PPP school comprises a majority of SOP members [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The WCED\u0026rsquo;s ostensible and stated aim of contracting SOPs to manage these schools is to address the persistent problem of learner outcomes, as the learners in these schools have been consistently performing poorly academically. When the project was first mooted, as in other countries with PPP schools, their argument was that placing certain schools under contracted management would yield better academic performance outcomes in comparison with the performance of learners who are part of the long chain of decision-making through government bureaucratic management [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. Therefore, according to this arrangement, both parties in collaboration, SOPs and the government (WCED), have roles to play. WCED contracts SOPs to manage, or to be a major part of the existing management of, schools which range from brand-new schools established by the government to existing academically underperforming, underserved and under-resourced turn-around schools in marginalised and disadvantaged communities [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. SOPs are expected by WCED to introduce innovative pedagogical practices and management techniques to generate academic excellence in these schools. Meanwhile, given the social demographic of the population and schools in South Africa, and the promises made by South Africa\u0026rsquo;s post-apartheid government, public schools are expected to be vehicles for enhancing what has been seen to be a pre-existing social cohesion that has been disrupted and fragmented by the apartheid legacy [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Describing the meaning of lack of social cohesion, which this study also borrows, [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] argues that the population of South Africa is the most economically, socially and racially stratified in the world as measured by unequal distribution of income, wealth and standard of living across the races. It should be noted that the teachers employed by the government in these schools may remain on the government payroll - excluding those employed by SOPs through SGBs, while the schools remain the government's property, and receive financial support from the WCED. Also, like any other public school, SOPs do not have the power to screen learners for admission based on their academic ability or other characteristics.\u003c/p\u003e\u003cp\u003eThis form of PPP contract is essentially performance-based and SOPs, as private partners, are accountable to the government for delivering on a threshold of outcomes at PPP schools [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. These outcomes may include, in addition to enhancing learning outcomes in terms of academic performance by introducing improved management and pedagogical practices, increasing access, improving the overall quality of education, reducing inequalities, and reducing costs [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. In return, the schools receive support through dedicated operational networks and finance. At the same time, the government, as a public party of the contract, continues to service the schools as public schools [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. This implies that a PPP school\u0026rsquo;s contract can be revoked if the SOPs serving on the SGB do not deliver per WCED expectations. This PPP model in South Africa, as with other types/variations across the globe, in particular in the US, and UK, is prevalent in PPP literature in education [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFor goals related to learning outcomes and social cohesion, teachers' profiles can be said to play a key role and act as significant determinants of these. However, studies on teachers have focused more on teachers being in schools, their interactions with learners in the classroom and the contribution of, and the relationship between, demographic characteristics of teachers and learning outcomes in either public or private schools, looked at separately [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Those studies focused on the contribution of PPPs in the area of learning outcomes related to academic performance have focused on the contribution of learning environments and their features, such as infrastructure rehabilitation and development [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e], the planning of academic activities, innovation and teacher policy reforms and affairs [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eUnlike the highlighted studies, this study focuses on examining the profiles of teachers at PPP schools in order to understand whether or not these are key to learning outcomes and social cohesion in selected PPP schools under various different SOPs in the Western Cape. The study is premised on the argument that teachers are at the heart of steering both school learning outcomes and social cohesion in a school, and the possibility that their profiles reflect, or are an indication of, the realisation of these combined goals. Further, evidence shows that, besides the home and school environment, teachers and their quality of teaching constitute additional primary factors which influence learning outcomes and social cohesion [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. Also, according to [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], before the contribution of school management and leadership in enhancing teachers\u0026rsquo; productivity in terms of learner performance, the first factor to be considered is their profiles, which are germane to their quality. These profiles include their education level, teaching qualification, general teaching experience, their experience at their current schools, and their employment contract.\u003c/p\u003e\u003cp\u003eMoreover, it is difficult to separate the level and quality of social cohesion in schools from demographic factors pertaining to the teachers, including age and home language, in contexts where home language is a sensitive issue, such as in race-sensitive and other contexts. We argue in this study that examining the profiles of teachers in PPP schools in the Western Cape is important for gauging the quality and effectiveness of these schools in achieving the dual goals due to the influence and implications of these on learning outcomes and on social cohesion in the schools where they teach. This study thus aims to respond to the following research question:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eHow do the profiles of teachers address poor academic learning outcomes and lack of social cohesion in PPP schools in the Western Cape?\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e"},{"header":"Literature Review","content":"\u003cp\u003ePublic education reform results from a combination of different drivers and interventions from various stakeholders [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Globally, one of the significant educational reforms which go beyond privatisation is the introduction of PPPs in education. The literature indicates that PPPs in education across the globe have various facets and models [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. These facets include those related to the provision of education, such as contracts for the provision of education through voucher and charter schools, subsidies in schools, contracted management of public schools, and funding and financing of schools for targeted learners [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eEvidence also shows that PPPs, previously confined to other areas such as transport, health, tourism, and information technology, are taking hold in education in several countries in the global South. The PPP model in education is an emerging form of provision of education services, particularly in low- and middle-income countries in Africa, Asia and Latin America [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. In Africa, this model is taking hold in Liberia, Sierra Leone, Uganda and South Africa [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. In South Africa, particularly in the Western Cape, the PPP arrangement involves the creation of a hybrid of public and private schools in which public-owned and funded schools are privately operated as contract schools by a private partner. This forms part of a contractual PPP arrangement with accountability implications for school governance and the regulation of teachers in various educational areas, including the extent to which their pedagogical and assessment activities are achieving a particular set of stated goals, such as learner performance, among others [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe achievement of such educational goals was seen in this and other studies as contributing to the realisation of the Sustainable Development Goal (SDG4 in education through SDG17). This factor is seen to encourage the use of partnerships between the government, the private sector, and civil society, whose shared aim is to address inequalities in the provision and access to public services. Therefore, according to [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] although with reference to India, equally in South Africa, PPPs in education operate and adhere to constitutional principles that education should be compulsory, accessible to all without discrimination, acceptable in terms of good quality of teachers and facilities, and adaptable to all social contexts, including group diversity.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003ePublic-private partnership schools in developing countries and South Africa\u003c/h2\u003e\u003cp\u003eThere is some evidence to show that PPPs in education can be used to bring about reforms in schools in vulnerable, under-resourced, needy and marginalised communities [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. However, the achievement of this depends on the design of the PPP arrangements, a country's regulatory framework, and the government's capacity to oversee and enforce the PPP contracts [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. For example, PPPs have been argued to increase the accountability, quality, diversity, efficiency and performance of schools by redressing the drawbacks related to cumbersome and inefficient government bureaucratic procedures in the education system [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. This is one of the arguments influencing PPPs in education becoming a part of national educational policies in South Africa and other developing countries whose aim is the achievement of the SDGs, at the same time improving the quality of education for all children. This quality of education is measured through improved learning outcomes as well as the extent of social cohesion in such schools. In South Africa, it is through PPPs the government can manage some public schools through a more direct, bureaucratically unencumbered, and hands-on approach.\u003c/p\u003e\u003cp\u003eIn the global context, several forms of PPPs for the provision of education services and operations exist. These include voucher/school choice schemes, charter/concession schools, private management of schools, subsidies, and private financial assistance [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, the prominent PPP education model in South Africa is based on the contracted management of schools to provide educational services and operations as a whole [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. That is, there are PPP schools which have their management outsourced to private partners and continue to receive funds from the government, and there are PPP schools which, although they receive funds from the government, are supported by the private partner through financial initiatives and engagement activities. In both arrangements, the schools are simultaneously guided by the contract and government policies [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Also, both forms of PPP contracts have been claimed to have a remarkable impact on teachers and, subsequently on learning outcomes because of the autonomy vested in the SOPs in terms of the recruitment, management and dismissal of teachers [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] explain that the primary benefit of the PPPs contract is flexibility in managing the schools and providing education.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003ePublic-private partnership in Western Cape\u003c/h3\u003e\n\u003cp\u003eDue to the apartheid legacy, schools in the Western Cape serve diverse communities of learners characterised by designated classes of schools and racially and/or socio-economically categorised communities in poor socio-economic situations where some of these schools continue to face poor academic learning outcomes and a lack of social cohesion due to persisting apartheid legislated segregation by race. This inevitably results in unequal learning opportunities among racially categorised groups, namely, \u0026lsquo;White\u0026rsquo;, \u0026lsquo;Coloured\u0026rsquo; and \u0026lsquo;Black\u0026rsquo; African communities [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e], and a lack of resources in schools in the marginalised socio-economically poor communities where parents of learners tend to be more concerned about their economic wellbeing than about the academic and academic performances of their children [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. It follows that, while the rationale for developing PPP schools in the Western Cape is to maximise the potential for increasing the amount of equitable access to education, improving equity, and improving education outcomes for these disadvantaged groups [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e], these schools cannot achieve these goals without a strong cohort of teachers, in particular highly qualified, and experienced teachers. Evidence shows a correlation between teachers\u0026rsquo; profiles, learning outcomes, and social cohesion in a school or schools [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe process of organising PPP schools in the Western Cape involves contracting or outsourcing the SOPs to manage or collaborate in the managing of, these schools. The literature describes how the acquisition of an operating partner such as an SOP normally involves using a transparent and competitive bidding process based on quality and certain criteria [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Employing this arrangement, the operating partner is required to produce certain outcomes to maintain the contract. Among others, the outcomes may include learner outcomes in terms of academic performance in a metrics examination and other assessments, as well as evidence of social cohesion within the school in this context. Therefore, the contracting process itself, together with the results of the contract, would in theory be able to yield higher-quality academic learning outcomes and social cohesion [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eDespite the highlighted impact of a PPP arrangement on the improvement of the operation of these schools for marginalised and disadvantaged communities, as is evidenced in some of the literature, there exists a knowledge gap regarding how the profiles of teachers at these schools are examined to address both poor academic learning outcomes and lack of social cohesion in the PPPs schools in the Western Cape.\u003c/p\u003e\n\u003ch3\u003ePublic-private Partnership Schools and Teachers\u003c/h3\u003e\n\u003cp\u003eAs PPPs in education are adopted in developing countries, together with analyses of what the expansion of the uptake of PPPs means for teachers in developing countries, we consider the use of South Africa as a case to be both important and valuable in an unequal education context. This is due to the fact that PPPs being a new form of policy intervention in education, have been found to have mixed evidence in terms of positive and negative impacts on teachers at these schools [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Positive impacts would include addressing the challenges related to equity, accountability, social cohesion and effective management of these schools and teachers [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. While teachers form a part of the areas affected by PPPs, they are also important in explaining the success and failure of measurably strengthening equity, accountability, social cohesion, and the general effectiveness of the schools.\u003c/p\u003e\u003cp\u003eIn developing countries establishing PPPs between the government and private partners entails certain risks to teachers. While PPPs are argued to improve, among other factors, equity, accountability, social cohesion, as well as learner outcomes in schools in marginalised, disadvantaged and under-resourced communities, the possibility exists that these achievements could, in some cases, be at the expense of the teachers at these schools [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Scepticism regarding the actual success and value of these schools ranges from seeing the tendency of PPP schools to demoralise and discourage teachers due to the pressure put on them by their contractual agreement or arrangement. This involves privately managing public schools with the stated aim of measurably increasing learner performance motives through increasing the productivity of teachers, in this way commodifying teachers [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFor example, [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] comment that PPPs can negatively affect teachers when they lead to more complicated regulatory frameworks and then have the potential to become abusive where stronger SOPs dominate. The tension occasioned by this disproportionate balance of power is further due to the accountability, autonomy and performativity frameworks that render the private management of schools tantamount to the privatisation of public schools [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. The outcome of the imposition of this kind of framework is the overwhelming and overcontrolling of the teachers, who are the key players and together constitute the agency, and take on the responsibility for facilitating the achievement of learner outcomes and social cohesion, among other stated goals. This may further lead to resistance by the teachers as they may see PPPs as threatening their job stability by diminishing the terms and conditions of their services [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eIt should also be noted that in addition to other kinds of engagement with teachers accompanying the PPP schools, such as the provision of continuous professional development geared towards increasing their instruction skills and managing their performance, SOPs and SGBs together have the autonomy to appoint and dismiss teachers [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Subsequently, the PPP schools in the Western Cape have a mix of teachers, some employed by the government (WCED) and some by SOPs through SGBs. While the profiles of teachers can be key signals to understanding the efforts to realise social cohesion and improve academic learner outcomes goals in PPPs schools serving learners in marginalised, disadvantaged and under-resourced communities, there is a lacuna of empirical investigation regarding the profiles of teachers in PPP schools in the Western Cape province of South Africa. This study intended to go some way to filling this gap by examining the profiles of teachers in PPP schools as a key agent for the realisation of both learner outcomes and social cohesion.\u003c/p\u003e"},{"header":"Methodology","content":"\u003cp\u003eTo examine the profiles of teachers in PPP schools in the Western Cape, the study used the demographic data obtained from a questionnaire developed for the study (See Appendix A). The questionnaire was administered to sampled teachers from eight schools, four primary and four high (secondary) in the Western Cape. Therefore, the population consisted of teachers in the Western Cape's PPP primary and secondary schools. The sample of respondents comprised 164 randomly selected teachers from the eight schools who completed the close-ended questionnaires. We considered the use of such questionnaires to be important in examining and providing a broader understanding of the profiles of these teachers in the process of ascertaining their potential for redressing poor learning outcomes and lack of social cohesion across the sample of primary and secondary schools in historically disadvantaged contexts of the Western Cape. The Western Cape was chosen because the city has a relatively greater diversity of dwellers representing various different ethnic groups than any other city in South Africa. The (coded) school names and sample size are as follows: Primary 1 with 28 teachers, Primary 2 with 16 teachers, Primary 3 with 15 teachers, Primary 4 with 16 teachers, High 1 with 29 teachers, High 2 with 12 teachers, High 3 with 32 teachers and High 4 with 16 teachers.\u003c/p\u003e\u003cp\u003eThe first set of data analysis involved descriptive statistics and was used to examine the profiles of teachers across the schools in relation to social profile (age, gender, race, home language), academic profile (academic qualifications and teaching qualifications), and professional profile (overall teaching experience, experiences in current schools, and employment contract types of teachers). Then, using Man-Whitney U, the profiles were compared to determine whether or not the primary and secondary (high) school teachers shared profiles. To enhance the validity and reliability of items, the questionnaire was piloted before final data collection, and certain items were improved to ensure that they served to capture the desired information. In addition, because the data is ordinal and not normally distributed, non-parametric tests for comparing means were used.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe research question guiding the study is: How do the profiles of teachers address poor academic learning outcomes and lack of social cohesion in PPP schools in the Western Cape? Starting with the social profiles of teachers, the first part of the results focuses on an attempt to understand the extent to which the mixture of social profiles of teachers, such as age, gender, race and home language, reflect the range of different social profiles of learners and communities in the Western Cape and in South Africa at large. The second part of the findings presents the extent to which the professional and academic profiles of the sampled teachers were examined to improve learner outcomes in PPP schools.\u003c/p\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003eSocial profiles of teachers\u003c/h2\u003e\u003cp\u003eAge profiles of teachers indicated that precluding High School 1, the remaining schools had more teachers within the age cohort of 20\u0026ndash;30 years. High school 1 showed an inverse pattern of age profile for teachers as it had more teachers in the age group 41\u0026ndash;50, followed by those in the 31\u0026ndash;40 age group. Also, climbing the age ladder, the number of teachers in older age brackets was shown to decrease in the remaining seven schools, indicating that most teachers in these schools were younger. The same pattern was observed for gender: excluding High School 1 and Primary School 3, the remaining schools were found to have more female teachers than male teachers. The findings are confirmed by the Man-Whitney U results, which indicated that the schools are not equal in terms of the age distribution of teachers U\u0026thinsp;=\u0026thinsp;2386.5, \u003cem\u003ep\u0026thinsp;=\u003c/em\u003e\u0026thinsp;.001 where high schools have more older teachers than primary schools.\u003c/p\u003e\u003cp\u003eRegarding race, \u0026lsquo;Coloured\u0026rsquo; teachers constituted the largest proportion of teachers in the schools, followed by \u0026lsquo;Black Africans\u0026rsquo; and \u0026lsquo;Whites\u0026rsquo;. High school 1 and High school 4 had more Black African teachers, while High school 2 and High school 3 had no Black African teachers but had a proportionally greater number of \u0026lsquo;Coloured\u0026rsquo; teachers. All of the primary schools had a larger proportion of \u0026lsquo;Coloured\u0026rsquo; teachers compared to the other two race groups. \u0026lsquo;Whites\u0026rsquo; were leading in High School 3 and were significant but fewer in number than \u0026lsquo;Coloured\u0026rsquo; teachers in Primary School 1, Primary School 2 and High School 2, and absent as a racial group in Primary School 3, Primary School 4 and High School 4. The pattern of race distribution was shared across the schools, as indicated by the Man-Whitney U results, which indicated no significant difference in race composition of teachers across the schools, U\u0026thinsp;=\u0026thinsp;2793.5, \u003cem\u003ep\u0026thinsp;=\u0026thinsp;.\u003c/em\u003e121.\u003c/p\u003e\u003cp\u003eThe predominant home language amongst the teachers was Afrikaans. It was predominant in High School 2 and High School 3, while it was the second prominent home language for teachers in Primary School 1 and Primary School 3. The second overall predominant home language for teachers was English, leading in all primary schools and the language in second place in all High schools. The third predominant home language was isiXhosa, of highest predominance in High School 1 and High School 4 and second in predominance in Primary School 2 and Primary School 4. These findings are confirmed by Man-Whitney U results, which indicated that the schools do not share an equal distribution of teachers by home language U\u0026thinsp;=\u0026thinsp;2032, \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.001: English and Afrikaans as teachers\u0026rsquo; home languages were more predominant in primary schools than in secondary schools.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSocial profiles of teacher across the schools in percentage, N\u0026thinsp;=\u0026thinsp;164\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"10\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" 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colname=\"c7\"\u003e\u003cp\u003e2.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e13.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e24.2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOthers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e17.4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e9.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e16.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e7.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e19.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e9.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eHome language\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eisiXhosa\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e7.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e15.4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAfrikaans\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e4.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e19.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e39.7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eEnglish\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9.0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e7.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e5.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e3.8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e3.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e3.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e37.8\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOthers: isiZulu, Sethotho, Tsonga\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e06\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e-\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e1.2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e17.9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e9.6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e10.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e14.1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e7.7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e20.5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e10.3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e100\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003ch3\u003eAcademic profiles of teachers\u003c/h3\u003e\n\u003cp\u003eFor the majority of teachers across the schools (43.7%) a Bachelor\u0026apos;s degree was their highest academic qualification. High School 2 was the only school found to have more teachers with postgraduate certificates than Bachelor\u0026rsquo;s degrees. The second highest education qualification held by the teachers was found to be a postgraduate certificate. This was found to be the second highest education qualification across all schools, excluding Primary School 3 and Primary School 4, where the second highest qualification was a Diploma. The third highest education qualification was found to be an Honours degree, which was found to be held by 15.8% of teachers in the first in High School 1, but no teachers were found to hold an Honours degree in Primary School 2. These findings are attested to by the Man-Whitney U results and indicate that the highest academic qualifications are not equal between the primary and secondary schools, U=2205, \u003cem\u003ep\u003c/em\u003e=.001, with the secondary schools having more teachers with higher levels of academic qualifications than those in the primary schools.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRegarding educational qualifications, when excluding High School 1 with a Postgraduate certificate as the highest educational qualification held by teachers, the remaining schools were found to have a Bachelor\u0026apos;s degree in education as the first highest educational qualification amongst their teachers. The second leading educational qualification was the Postgraduate certificate. The third highest educational qualification was a Higher Diploma in Education, and this was the second highest for Primary school 3 and Primary school 4 and the third highest for High school 1 and Primary school 4. The Man-Whitney U test reflected similar results by indicating a similar direction of the composition of teachers with the highest teaching qualifications between the primary and high schools, U=2563.5, \u003cem\u003ep\u003c/em\u003e=.699.\u003c/p\u003e\n\u003cp\u003eTable 3: Qualifications of teachers across the schools in percentage, N=164 \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\n \u003cp\u003eQualification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ePrim 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ePrim 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ePrim 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003ePrim 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eHigh 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHighest Academic qualification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; National Senior Sch. leaving cert.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Diploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e12.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Bachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e12.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e43.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Postgraduate Certificate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e4.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e17.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Honours Degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e15.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Master\u0026rsquo;s Degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNational Senior Cert/Matric\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Other: N4-N6, ECD 5, etc\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Total\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e15.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e10.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e17.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e19.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHighest teaching qualification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Lower Primary Teacher\u0026rsquo;s Cert.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Teacher Senior Diploma\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Higher Diploma in Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e14.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Bachelor Degree in Educ.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e12.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e7.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e45.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; Postgraduate Cert. in Education\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e3.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e6.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e8.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e25.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp; No Teaching Qualification\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;Total\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e17.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e18.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e21.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e11.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003ch3\u003eProfessional profiles\u0026nbsp;\u003c/h3\u003e\n\u003cp\u003eThe findings indicated that, excluding High School 1 and Primary School 3, the overall leading number of years of teaching experience of teachers in the remaining schools was 0-5 years. In Primary school 3 and High school 1, teaching experience of 20 years and more was predominant. It was also the second overall leading teaching experience in the number of years. However, this particular category did not exist in Primary School 1. The third highest number of years in terms of teaching experience was 6-10 years. This period of years of experience was the second highest in Primary school 1, Primary school 4, High school 2 and High school 4. The fourth teaching experience was 11-15 years. This was the second teaching experience in High School 1, the third teaching experience in Primary 2, Primary 3 and High School 2. \u0026nbsp; However, this specific period of teaching experience did not exist in Primary 1, Primary school 4 and High school 4. For current school experience, the 2-5 years of teaching experience predominated across all the schools. This was followed by periods of less than a year, excluding Primary School 3, which had more teachers with more than 10 years of experience. For employment contract status, the numbers of teachers employed by School Governing Bodies (SGB) predominated across all schools. This was followed by government (WCED) employed teachers. Primary school 1 did not have government-employed teachers. The Man-Whitney U results confirmed the shared compositions by indicating that the primary and secondary schools have no statistical difference in professional profiles of teachers in relation to general teaching experience U=2975.5, \u003cem\u003ep\u003c/em\u003e=.922, school current experience U=3188.5, \u003cem\u003ep=\u003c/em\u003e.686 where the majority of teachers had 2-5 years of teaching experience in current school and employment status of teachers U=2710, \u003cem\u003ep\u003c/em\u003e=.424 where the majority of teachers were SGB employees.\u003c/p\u003e\n\u003cp\u003eTable 3: Professional profiles across the schools in percentage, N=164 \u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"558\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003eProfile\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003ePrim 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003ePrim 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003ePrim 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003ePrim 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eHigh 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eHigh 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eHigh 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003eHigh 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003eTotal\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003eGeneral teach Exp.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 0- 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e46.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 6- 10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e16.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 11 - 15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 16- 20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp;20+\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e18.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;Total\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e10.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003eCurrent sch. Exp.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; Less than a year\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e1.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e27.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 2-5 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e12.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e15.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e6.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e62\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; 6- 10 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; More than 10 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp;Total\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e19.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e9.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003eEmployment status\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; WCED Employee\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e2.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; SGB Employee\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e13.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e5.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e14.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e13.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e78.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; Intern and others\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e0.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e6.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 123px;\"\u003e\n \u003cp\u003e\u0026nbsp; Total\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e17.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e10.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e8.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e18.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e18.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 57px;\"\u003e\n \u003cp\u003e9.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 47px;\"\u003e\n \u003cp\u003e100\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"},{"header":"Discussion of Findings","content":"\u003cp\u003eThe aim of this study was to examine the profiles of a sampled group of teachers in the eight selected PPP schools in order to reflect the potential of the academic and social profiles of these teachers to realise the goal of PPPs in terms of redressing the persistent challenge of poor academic learning outcomes and lack of social cohesion, respectively in the schools where they were teaching. The findings raise several critical concerns about the effectiveness of PPPs in achieving these goals.\u003c/p\u003e\n\u003cp\u003eFirstly, while the profiles of teachers reflect the contribution of their respective PPP schools\u0026rsquo; goals towards improving learner outcomes and social cohesion, as reported by [21] a deeper analysis reveals specific challenges. The profiles reflect the complex social-political context, in which education is provided in South Africa, particularly in the Western Cape which complicates the effective implementation of the PPP goals [26]. Specifically, the social profile composition of teachers in the selected schools seemed to be tacitly based on social-political, psychological and legal contracts that do not appear to measurably redress the lack of social cohesion, at least in these selected schools. The lack of social cohesion remains contested as is evidenced by the homogenous ethnicity composition of teachers at these schools, - that is predominantly Coloured teachers, followed by Black Africans and White teachers across the primary and secondary schools. While these schools might reflect and relate to the predominantly \u0026lsquo;Coloured\u0026rsquo; categorised learner populations in the communities, the lack of Black African teachers in these schools could suggest the need for more inclusive employment practices that better reflect the diverse learner demographics towards fostering an inclusive school environment. In addition, this ethnic distribution mirrors the surrounding community rather than reflecting the broader and diverse growing population of the Western Cape. This suggests that the legacy of Apartheid continues to negatively influence social cohesion, supporting the claim by [27] that schools in South Africa acculturate and assimilate those cultures and ethnicities surrounding them, thereby hindering social cohesion.\u003c/p\u003e\n\u003cp\u003eSecondly, the findings indicated that the composition of the home languages of teachers was not shared by schools and that Afrikaans was the predominant home language of the teachers, followed by English and then by IsiXhosa. As the first two leading languages predominantly used by the teachers at these schools, the findings affirm the observation by [28] that the majority of teachers whose first language is Afrikaans or English tend to experience their teaching without linguistic interruptions underscoring the linguistic hegemony at these schools. This is particularly troubling as it suggests that the linguistic environment at these schools favours English and Afrikaans speakers, thus potentially marginalising teachers and students who speak African languages such as isiXhosa or isiZulu. Schools with a higher proportion of isi-Xhosa-speaking teachers may better support isi-Xhosa-speaking learners, thus enhancing their academic engagement and social cohesion.\u003c/p\u003e\n\u003cp\u003eFurthermore, the findings for race and home language compositions of the teachers tacitly echoed the legal contract regarding the right of South Africans, regardless of their cultural or ethnic origin, to receive education in the official languages of their choice in public schools, as stipulated by the Language in Education Policy 1997 [31]. However, the effectiveness of this policy is, we contend, questionable given the dominance of English and Afrikaans as mediums of instruction. The strategic recruitment of a diverse cohort of teachers by SOPs underscores the superficial commitment to diversity that does not translate into meaningful social cohesion. More specifically, the collaboration schools sharing of profiles of teachers with some dominant and conscious or unconscious competing home languages and races also supports the goal of realising social cohesion and the claim that schools in South Africa construct different national identities that are hegemonic, exclusive and conflicted on the one hand and egalitarian and inclusive (social cohesion oriented) on the other hand [29, 27, 10, 32].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThirdly, regarding the profiles of teachers being examined in an attempt to redress the learner outcomes challenge, the findings suggest the shared psychological and legal contract across the schools, which suggests that these schools had strategically recruited teachers with similar academic and professional profiles to realise the PPP goal. The results showed that these schools had more teachers within the younger age cohorts with a significant number of female teachers, with 0-5 years of both general working experience, as well as current schools\u0026rsquo; working experiences of teachers. The overall findings indicate that the majority of teachers were relatively young and new across the PPP schools presumably for their energy, enthusiasm, and innovative practices. The significant presence of female teachers, particularly in primary schools, may contribute positively towards establishing a nurturing school environment. However, gender imbalances also influence inequitable representations of male teachers.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFourthly, 78.9% of the teachers across the schools were employed by SGB/SOPs and not by the government (WCED). Therefore, the findings suggest the shared schools\u0026rsquo; psychological and legal contract that young teachers are or are seen to be, more productive, especially when employed on a contract basis and by non-government agencies, such as SOPs. These results support the argument provided by [3, 2, and [8] that PPP schools tend to be innovative, able to hold teachers accountable for improved learner academic performance and have academic and managerial autonomy so that they can operate effectively under an accountability framework. These findings echo the claim that the contract teachers in PPP schools increase learner outcomes in terms of test scores than teachers employed on a permanent basis by the government [3, 30, 21]. However, this approach raises concerns about the long-term sustainability and effectiveness of such a young workforce model, particularly around the need for job security compared to permanently employed WCED counterparts. In addition, while the presence of more experienced teachers in certain schools could offer stability and mentorship for novice teachers, potentially improving teaching quality and learner outcomes, the relatively high proportion of less experienced teachers might also suggest a need for continuous professional development to further develop their pedagogical strategies and classroom management.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn the complex educational context of South Africa, the PPP schools in the Western Cape were designed to achieve a dual purpose: to redress the poor performance of learner outcomes in poor and marginalised schools, while redressing the lack of social cohesion in these schools. This study sought to investigate the profiles of teachers in these schools to establish whether or not, and to what extent, the profiles could be said to align with the stated purposes of the WCED and the PPP schools.\u003c/p\u003e\u003cp\u003eThe study established that the extent to which the eight sampled PPP schools shared the social profiles of teachers, as well as the conflicted results in some social profiles, indicates both overt and implied efforts and contributions of the selected PPP schools in addressing social cohesion. However, the study shows that, despite such success, the social profiles of teachers in the current study show the existence of hegemonic tension, particularly in the case of home languages due to the dominance of Afrikaans and English, and of the homogenous ethnicity/racial group these schools. It should be noted that the current high predominance of Afrikaans and English language, as well as the predominance of certain teachers in the sample for this study, are contrary to the profiles of the larger more diverse population of the Western Cape and of South Africa. Therefore, the profiles of teachers at a particular PPP seem to form a reflection of the community served by that school instead of the larger population of the Western Cape or of South Africa. This implies that establishing and achieving social cohesion remains a contested and distant goal.\u003c/p\u003e\u003cp\u003eOn the other hand, the academic and professional profiles of the teachers under study display the implied efforts of their employers to exercise their autonomy to improve the performance of teachers as measured by learner academic performance through employing highly qualified and young/energetic, although with less experience. This however signals that the PPP schools and their respective management bodies, dominated by SOPs, are operating using performativity and accountability approaches. These approaches are founded on the idea that, in order to work well, employment and utilisation of highly qualified and young but less experienced teachers on a contract basis is key regardless of the fact that this policy could be detrimental to these teachers unless they are protected.\u003c/p\u003e\u003cp\u003eTherefore, we argue that this study could help advance the implementation of the PPPs school model in the Western Cape by presenting the profiles of teachers in relation to where the model is working better in terms of achieving the intended goals as well as the types of setbacks encountered. Therefore, we see the study going beyond theorising the PPPs model from the literature to addressing the practical implementation progress of these schools in a complex educational context, at the same time presenting the model\u0026rsquo;s existing and potential success as well as its setbacks, particularly its effects on teachers employed by management in these schools.\u003c/p\u003e\u003cp\u003eThere are certain limitations of this study. Firstly, the study mainly focuses on eight selected PPP schools, which may not be representative of all PPP schools in the Western Cape. In this regard, the findings cannot be generalised to other contexts. A further study could include a larger and more diverse sample of PPP schools to ensure that the findings are more representative of the larger population. Secondly, the study provides an overview of the current situation but does not take into account changes over time. Thus, there is a need for a longitudinal study that would provide a more comprehensive understanding of the influence of PPPs concerning social cohesion and the achievement of learning outcomes.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Acknowledgement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgement\u003c/strong\u003e: We acknowledge the financial support from the National Research Foundation \u0026ndash; South Africa, concerning this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe are grateful for the funding support provided by the National Research Foundation, South Africa.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to publish and participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants consented to the submission of findings for the journal article publication and informed consent was obtained from all individual participants included in the study and all participant were over 18 years old.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Ethics Certificate and Approval Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWe are grateful for the Ethics clearance certificate issued by Cape Peninsula University of Technology. The ethical approval for this study was granted by the Faculty of Education Research Ethics Committee (EFEC) of the Cape Peninsula University of Technology (CPUT), Ethical approval number: EFEC 10-4/2021).\u003c/p\u003e\n\u003cp\u003eAll methods were performed in accordance with the relevant guidelines and regulations of the Faculty of Education Research Ethics Committee (EFEC) of the Cape Peninsula University of Technology (CPUT).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;Competing interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eFeldman J. Public private partnership in South African education: Risky business or good governance? Education as Change. 2020;24:1-18.\u003c/li\u003e\n\u003cli\u003ePatrinos, HA. Designing effective public private partnerships in education. 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Race, inclusiveness and transformation of legal education in South Africa; (2017). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3110039 \u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Public-Private Partnership, collaboration schools, School Operating Partner, social cohesion, learner outcomes","lastPublishedDoi":"10.21203/rs.3.rs-7393134/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7393134/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003ePublic Private Partnership (PPP) or Collaboration schools in the Western Cape, South Africa, are public schools selected and contractually placed by the Western Cape Education Department (WCED) under the School Operating Partners (SOPs). Their stated purpose is to redress the twin challenges of persisting poor learner outcomes and a lack of social cohesion which face those schools which serve children in historically disadvantaged communities. This study was set to examine how the profiles of teachers at selected PPP schools reflect the SOPs\u0026rsquo; efforts to realise the contractual goal of the PPP schools. Using Man-Whitney U, the profiles of primary and secondary school teachers were compared to determine whether or not the schools shared the key demographics for addressing learner outcomes and social cohesion challenges. The findings indicate no significant difference in the examined social, academic and professional profiles of the sampled teachers across the selected primary and secondary PPP schools. However, what the profiles suggest is the need for twofold sets of strategies to be designed by WCED. One is the need for a set of strategies for the improvement of the representation of some ethnic groups amongst both teachers and learners to ensure a more acceptably diverse mixture of social profiles of teachers with the aim of achieving social cohesion goals. Second, despite the potential of the existing academic and professional profiles of these teachers to improve learner outcomes at the selected PPP schools, there is a need to set employment guidelines to protect young teachers from the negative impacts of the autonomy granted to management bodies of these schools. Additionally, the guidelines should improve the performativity and accountability frameworks which tend to characterise these schools.\u003c/p\u003e","manuscriptTitle":"Teacher Profiles on Social Cohesion and Learner Outcomes in Public-Private Partnership Schools in the Western Cape of South Africa","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-10 11:47:44","doi":"10.21203/rs.3.rs-7393134/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"6f1d7151-1585-427b-a0de-faf91b1926e6","owner":[],"postedDate":"November 10th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-23T10:38:55+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-10 11:47:44","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7393134","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7393134","identity":"rs-7393134","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}