Stakeholder Pressure in Terms of Shaping and Improving Grade 12 Results
DOI:
https://doi.org/10.17770/eid2026.1.85Keywords:
Underperformance, Grade 12, socio-economic, National Senior Certificate, South African education systemAbstract
The paper examines the external pressure faced by underperforming secondary schools, specifically those with Grade 12 results below 60%, as labelled by the Department of Basic Education (DBE). Such schools endure negative stigmatisation and face significant pressure from external bodies to improve results, but this pressure often overlooks contextual factors such as socio-economic disadvantages that affect performance. Pressure can be detrimental as it leads to stress and focuses on proving rather than improving, often leading to ineffective interventions. The exploration of how external pressures and accountability measures historically and presently impact school performance, comparing these findings with educational frameworks from other countries, such as the US is also explored in aid of understanding this underperforming phenomenon. By using the qualitative method, the paper’s findings identify the pressures on Grade 12 teachers to produce good results without adequate support, challenges in teaching progressed learners, implementing the Annual Teaching Plan (ATP), and a lack of discussion around challenges impacting academic performance. The emphasis for the DBE to provide more support, recognizing the complexities of underperformance and addressing external and internal factors that impact schools is important to consider. Therefore, our recommendation is that the DBE advocates for holistic improvement strategies that align pressure and support from educational offices, with better alignment of policies to address the real issues faced by struggling schools.
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Copyright (c) 2026 Professor Mbusiseni Celimpilo Dube, Professor Christo Doniwen Pietersen, Dr Stanley Taren Ngobeni, Dr Loyiso Luvalo, Dr Tebalelo Aphane
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