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The study explores the experiences of secondary school teacher-directed violence. Violence directed at teachers can have a negative attitude towards their job, as well as not performing to expectations. Thus, it is important to increase knowledge regarding violence as educators experience it, so as to be able to work preventively and minimise the violence. The study is guided by the ınterpretative phenomenological analysis which seeks to understand the experiences of teacher-directed violence. Interviews were conducted with 10 teachers from various secondary schools at a neutral venue outside the respondents’ schools and homes. Analysis revealed five main themes, namely absenteeism due to fear, fear for their safety, teacher turnover as result of violence, harassment, and intimidation. The findings revealed that more serious acts of violence on teachers affected their performance at school. If not addressed, this problem of violence has the capacity to render the education system dysfunctional. In conclusion, authorities must act against this threat on teachers in order to normalise the situation at schools throughout the country.

The study's focus is to explore pedagogical content knowledge of entrepreneurship education, technical vocational education, and training lecturers in the context of their knowledge of content and students. The lecturers' knowledge of the students' conceptions and misconceptions on the entrepreneurship education, as well as the teacher's ability to cope with the students' difficulty, mistake, and misconception, is defined as knowledge of content and students. Central to these tasks is knowledge of common student conceptions and misconceptions about EE content and teaching that sufficiently deals with them. Participatory action research was operationalized to collect data through meetings, class observation, and discussion. The study discovered that entrepreneurship education TVET lecturers struggle to make it more practical. The lecturers experience the problem of having to find the best strategy to deal with students' misconceptions and mistakes. During class visits, it was revealed that lecturers themselves are unable to recognise students' mistakes. due to a lack of conceptual knowledge of entrepreneurial education. Most of the lecturers are not competent to generate effective teaching strategies due to their limited knowledge of content and students. The study's findings indicate that lecturers' inability to analyse the causes of students' difficulty, error, and misconception is to blame. Lecturers typically overcome students' difficulty, mistake, and misconception by re-explaining the procedure of question completion, which the students do not understand. The papers argue there is a need for a framework to capacitate the lecturers to teach EE effectively.

This study examines the fears, after the death of their partners, which elderly widows experience regarding a new romantic relationship, in other words the decision whether to stay single or remarry. Participants in the study were widows who provided information about their attitude and fears regarding remarriage. The study operationalizes the theory of marriage in order to understand the factors that influenced their decisions whether to remain single or opt for re-marriage. The study is anchored in a phenomenological approach. Semi-structured interviews with elderly widows who were not currently married were employed to collect data. The data were analyzed using thematic content analysis that defined the experiences and perceptions of elderly widows. The findings were categorized into five main themes: fear of being ostracised by in-laws and family pressure, poor previous marriages, the caregiver role, inheritance rights, and not being able to find a suitable partner. Their involvement in a remarried relationship is perceived as taboo by both family and family-in-law. Furthermore, they see a remarriage as compromising their inheritances rights and are aware of the difficulty of finding a partner who matches their preference.

"The aim of this paper is to analyse teacher training with regard to Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) by universities in South Africa. The universities’ training of teachers does not cater for Technical Vocational Education and Training (TVET) college lecturers, who are thus required to teach courses in which they are not competent. At the beginning of democracy in South Africa, reform of teacher education was initiated. This reform was followed by a closure of the teacher training colleges which therefore shifted the responsibility for training of future teachers to the universities. Minimum Requirements for Teacher Education Qualifications (MRTEQ) were adopted as the policy document for admission into the teaching profession. The reforms, however, excluded the training of (TVET) lecturers. TVET College lecturer training has not changed and most of the problems regarding lack of Content Knowledge (CK), PCK, and Subject Matter Knowledge (SMK) have not been attended to. This has negatively influenced the quality of lecturers at TVET colleges and resulted in a poor quality of TVET education. Semi-structured interviews collected the data regarding training in relation to courses currently being taught, as well as measuring CK, PCK, and SMK in those courses. The findings revealed that the lecturers were not competent in the courses they taught. Thus, the study strongly recommends more teacher training of the continuous professional development."