South African schools are learning environments that are defined by heterogenity, which means the relating and interaction of teachers and learners from different cultural, language and religious backgrounds. Viewed in terms of a social constructivist theoretical framework, teachers’ perceptions of their interaction with their learners are defined by their personal experiences, as well as their observations of concrete learner behaviour in class which are mostly shaped by the learners’ perceptions. ,. Broad cultural influences, including the unique school culture and climate where the teachers are operating, also contribute to teachers’ perception of the teacher-learnerinteraction. The nature and quality of teacher-learner interactions must be viewed as a contextual feature of school culture and climate as these relations shape the classroom experience. This study sought to generate broad themes on how teachers perceive teacher-learner interactions within diverse school cultures and climates. The research was conducted within a social constructivist, interpretive paradigm and it utilised Kenny’s PERSON Model of Interpersonal Perception. The PERSON Model of Interpersonal Perception is a model used to explore the formation of perceptions during interpersonal interaction and it is in line with the social constructivist position as it takes into account the dynamic and socially embedded nature of the interaction process. A research study of this nature was needed because teachers’ perceptions of their regular contact and connecting with learners influence teacher-learner relations. This in turn serves to shape learners’ perceptions of the learning environment as well as mediate the learners’ behaviour and relationship with scholastic learning (Luckner & Pianta, 2011:257). Qualitative research was used as this method lends itself to revealing the authenticity of human experience (Silverman, 2013:6) and it is particularly useful in the study of social relations (Flick, 2009:12). The participants consisted of twenty teachers from four high schools in Johannesburg, Gauteng. Three teachers from each of the four schools participated in semistructured interviews, while two other teachers from each of the four schools participated in a single focus group activity that included a collage-making exercise. Thematic analysis was used to identify themes that articulate the teachers’ perceptions of the teacher-learner interaction. Key themes that were identified through the research study included teaching to be a vocation; teachers’ interactions with their learners as character building that serve to shape the personalities of their learners; the influence of the length of time that teachers are active in the teaching profession and teacher-learner interactions; how classroom management strategies influences teachers perceptions of teacher-learner interactions. It was found that several factors influence the teachers’ perceptions of their interactions with their learners. Teachers who considered teaching to be a “vocation” tended to report that they experience enjoyable teacher-learner interactions. The teachers whose narratives did not include references to teaching as a vocation were inclined to report more conflictual and less enjoyable interaction experiences with their learners. The findings further reveal that the teachers perceive a decrease in negative teacher-learner interactions the longer they teach. Both groups of teachers viewed the interactions with their learners as character-building exercises that served to shape the personalities of their learners. Classroom climate factors and management strategies were found to influence teachers’ perceptions of their interactions with their learners. The teachers’ narratives did not emphasise race or culture as factors (qualitative research) that moderated their interactions with the learners in a significant manner. Overall, the findings indicated that the participants showed an awareness that firstly, personal factors, secondly, the external social factors or environmental events, and, lastly that individual behaviour contributed much to the quality of the interactions. An in-depth study investigating rural teachers’ perceptions of their interactions with their learners is recommended. A wider study that compares and contrasts the perceptions of teachers from the various provinces of South Africa would provide valuable insight into whether or not teachers’ perceptions of teacher-learner interaction vary from province to province. / MA (Psychology), North-West University, Potchefstroom Campus, 2015

Mineral matter affect various coal properties as well as the yield and composition of products released during thermal processes. This necessitates investigation of the effect of the inherent minerals on the products derived during pyrolysis, as pyrolysis forms the basis of most coal utilisation processes. A real challenge in this research has been quantifying the changes seen and attributing these effects to specific minerals. Thus far it has been deemed impossible to predict product yields based on the mineral composition of the parent coal. Limited research regarding these aspects has been done on South African coal and the characterisation of pyrolysis products in previous studies was usually limited to one product phase. A novel approach was followed in this study and the challenges stated were effectively addressed. A vitrinite-rich South African coal from the Highveld coal field, was prepared to an undersize of 75 μm and divided into two fractions. HCl/HF acid washing reduced the ash yield from 14.0 wt% d.b. to 2.0 wt% d.b. (proximate analysis). Pyrolysis was carried out with the North-West University (NWU) Fischer Assay setup at 520, 750 and 900°C under N2 atmosphere and atmospheric pressure. The effect of acid washing and the addition of minerals on the derived pyrolysis products were evaluated. Acid washing led to lower water and tar yields, whilst the gas yields increased, and the char yields were unaffected. The higher gas yield can be related to increased porosity after mineral removal as revealed by Brunauer-Emmett-Teller (BET) CO2 adsorption surface area analysis of the derived chars. Gas chromatography (GC) analyses of the derived pyrolysis gases indicated that the acid washed coal fraction (AW TWD) derived gas contained higher yields of H2, CH4, CO2, C2H4, C2H6, C3H4, C3H6 and C4s when compared to the gas derived from the raw coal fraction (TWD). The CO yield from the TWD coal was higher at all final pyrolysis temperatures. Differences in gas yields were related to increased tar cracking as well as lower hydrogen transfer and de-hydrogenation of the acid washed chars. Analyses of the tar fraction by means of simulated distillation (Simdis), gas chromatography mass spectrometry (GC-MS) –flame ionization detection (–FID) and size exclusion chromatography with ultraviolet (SEC-UV) analyses, indicated that the AW TWD derived tars were more aromatic in nature, containing more heavier boiling point components, which increased with increasing final pyrolysis temperature. The chars were characterised by proximate, ultimate, X-ray diffraction (XRD), X-ray fluorescence (XRF), diffuse reflectance infrared Fourier-transform (DRIFT) and BET CO2 analyses. Addition of either 5 wt% calcite, dolomite, kaolinite, pyrite or quartz to the acid washed fraction (AW TWD) was done in order to determine the effect of these minerals on the pyrolysis products. These minerals were identified as the most prominent mineral phases in the Highveld coal used in this study, by XRD and quantitative evaluation of minerals by scanning electron microscopy (QEMSCAN) analyses. It was found that mineral activity decreased in the order calcite/dolomite>pyrite>kaolinite>>>quartz. Calcite and dolomite addition led to a decrease in tar yield, whilst the gas yields were increased. Markedly, increased water yields were also observed with the addition of calcite, dolomite and pyrite. Kaolinite addition led to increased tar, char and gas yields at 520°C, whilst the tar yield decreased at 750°C. Pyrite addition led to decreased tar and gas yields. Quartz addition had no noteworthy effect on pyrolysis yields and composition, except for a decrease in char yield at all final pyrolysis temperatures and an increased gas yield at 520°C. Regarding the composition of the pyrolysis products, the various minerals had adverse effects. Calcite and dolomite affected the composition of the gas, tar and char phases most significantly, showing definite catalytic activity. Tar producers should take note as presence of these minerals in the coal feedstock could have a significant effect on the tar yield and composition. Kaolinite and pyrite showed some catalytic activity under specific conditions. Model coal-mineral mixtures confirmed synergism between coal-mineral and mineral-mineral interactions. Although some correlation between the pyrolysis products derived from the model coal-mineral mixtures and that of TWD coal was observed, it was not possible to entirely mimic the behaviour of the coal prior to acid washing. Linear regression models were developed to predict the gas, tar and char yields (d.m.m.f.) with mineral composition and pyrolysis temperature as variables, resulting in R2 coefficients of 0.837, 0.785 and 0.846, respectively. Models for the prediction of H2, CO, CO2 and CH4 yields with mineral composition and pyrolysis temperature as variables resulting in R2 coefficients of 0.917, 0.702, 0.869 and 0.978, respectively. These models will serve as foundation for future work, and prove that it is feasible to develop models to predict pyrolysis yields based on mineral composition. Extending the study to coals of different rank can make the models universally applicable and deliver a valuable contribution in industry. / MIng (Chemical Engineering), North-West University, Potchefstroom Campus, 2015

This study focuses on the relationship between body image and the Muslim religious dress code of South African Indian Muslim female adolescents. During the literature search conducted by the researcher no research specifically on body image of female adolescents when wearing the Muslim dress code in South Africa could be found. South African Indian Muslim adolescents are faced with challenges in a changing environment. In the aftermath of 9/11 South African Indian Muslim adolescent females are undergoing changes on how they view the Muslim religious dress code and the impact it has on their body image. A new Muslim identity depicted by the Muslim religious dress code is adopted. The goal of this study was to determine how the Muslim adolescent female views the relationship between her body image and wearing the Muslim religious dress code. A phenomenological Gestalt, field theory approach was followed within a qualitative case study design. Furthermore, The Social Identity Theory served as additional theoretical framework. Analysis was done using Creswell’s application of Tesch’s Method. The participants for this study consisted of a sample size of six South African Indian Muslim female adolescents between the ages of 14 and 16. Of note, all the female participants attended the same school in Johannesburg and all participants wore the Muslim religious dress code to school. The qualitative data were collected in the form of unstructured in-depth interviews and projection-type photos with the participants. The researcher’s objective was to understand and interpret the meanings the participants gave to their perceptions and experiences, which was further supported through participant observation, self-reflective notes and field and observational notes. The interviews were recorded on tape and DVD. Recordings were transcribed verbatim, analysis of contents and the data was then coded into categories from which themes and sub-themes emerged. Central themes and patterns of the experiences were interpreted and analysed within the context of the study. The researcher ensured that data was gathered from different data sources as described and data was considered from multiple dimensions to ensure triangulation. The findings of the study revealed that the Indian Muslim female adolescent was able to negotiate the wearing of the Muslim religious dress code with confidence and this resulted in a positive body image. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

The general purpose of this study was to explore the perception of discrimination under the middle managers in a selected South African mining company, as well as the associated impacts thereof on the individual and organisation. Although discrimination is a global phenomenon with a vast amount of scientific studies conducted on this topic, literature remains rather silent on the prevalence of discrimination among middle managers; especially within the South African mining industry. Organisational discrimination is defined as actions within an organisation which are biased towards certain individuals or groups. Literature suggests that discrimination is still very prevalent within organisations, both locally and internationally. It is typically influenced by aspects such as culture, and human resources practices and systems. The impacts are widespread with specific impacts on the individual’s mental or physical health, as well as productivity. South Africa however implemented a plethora of legislative measures to redress past inequalities and eliminate discrimination in its current form. This study followed a qualitative approach by means of a survey conducted through an open-ended questionnaire. The results indicated a high personal experience of discrimination within the specific mining company amongst the middle management team members. Their perception of discrimination towards their colleagues was also measured as above average. This exposure to discrimination impacted on their productivity and to a lesser extent on their personal well-being. Their perception of the potential impacts of this discrimination was reportedly higher than their actual experience thereof. The main discriminatory actions associated with this perception was centred on the notion, namely that middle managers were not recognised nor rewarded within this company. General benefits were withheld and expected promotions denied. The study’s results also confirm the perception that discrimination towards the middle management team will ultimately impact on the company’s overall performance. The study suggests that this high level, as well as the specific types of discrimination within this mining company, is related to a company specific culture. It further suggests that it is also exacerbated by the current socio-political reforms within the South African mining industry. The study concludes by suggesting that the perception of discrimination within a company is as harmful as the event itself, and should therefore form an integral part of any internal programme aimed at addressing this issue. / MBA, North-West University, Potchefstroom Campus, 2015

This dissertation focuses on the nature and manifestation of tragedy within African experience in selected plays written by black South African playwrights. The plays under discussion are We Shall Sing for the Fatherland (1973) by Zakes Mda, The Hungry Earth (1978) by Maishe Maponya, and Sarafina (1985) by Mbongeni Ngema. The many conflicting statements regarding the "death" and existence of tragedy in contemporary drama lead one to ask the following two fundamental questions: Can there be tragedy in contemporary South African drama and what structural devices are there to account for the manifestation of this elusive phenomenon? This dissertation works towards defining the concept of an African vision of tragedy by examining the nature and form in which tragedy manifests itself in South African drama. Secondly, it considers the extent to which this phenomenon is similar or different from conventional elements and structural forms of Western tragic drama. This dissertation argues that there exists a distinct and viable vision of tragedy in black South African drama which can be called African. It contends that dramatic texts do not all have the same degree of profundity of tragic vision because their subject matter, techniques and depth of artistic exploration differ, and vary according to their cultural roots. The basis on which old forms of tragedy are used to interpret the version of contemporary tragedy is therefore called into question, and as a result, the analysis of structural forms and thematic preoccupations of contemporary tragedy needs a set of criteria different from that of Euro-American drama. The portrayal of a tragic hero as a common man whose tragic stature is measured in terms of his ability to feel, to be aware of forces closing down on him in The Hungry Earth, the manifestation of tragedy as generated not only by individual volition, but by an economic structure established by those in power in We Shall Sing for the Fatherland, and, finally, the mingling of tragicomic elements of entertainment and communication to accommodate both tragedy and comic elements without destroying the integrity of either in Sarafina, indicate a definite development and imitation of tragedy from emphasis on form to meaning. By asking a question like: "What constitutes tragedy in black South African drama, and how are such processes represented and modelled in the selected plays?" this dissertation enters into a dialogue of global and local perspectives of tragedy in order to contribute to our understanding of an African, and specifically South African, concept of tragedy firmly rooted in its socio-cultural context. / Thesis (M.A. (English))--Potchefstroom University for Christian Higher Education, 2003.

The study evaluated the training and development in Vereeniging cluster. The South African Police Service is the principal law enforcement institution and has a crucial role in contributing to the safety and security of South African citizens, including those who visit the country. Based on this it is essential that the organisation has skilled employees who will be able to meet the objectives and future challenges of the organisation. Training and development, therefore, is regarded as an important tool by an organisation, to facilitate the learning and development of all employees of the South African Police Service. Training and development identify, assure and develop individual competencies that will assist them to perform their current and future jobs. The research was conducted in the Vereeniging cluster. Only six stations were considered part of the target population. The respondents were randomly selected from the following stations: Heidelberg, Meyerton, Kliprivier, DeDeur, Ratanda and Vaal Marina. The systematic sampling method was used, where each unit had a chance of being selected. The duty list was utilised to obtain the sample. Structured questionnaires were utilised to obtain the responses from the respondents. The results of the findings indicated that employees were not satisfied about the recruitment and selection procedure and need assessment is not done before employees are sent for training. Respondents indicated that training equipment is not sufficient to assist them to acquire more knowledge during the facilitation of the learning programme. The results also highlighted that post-training appraisal is not done after each learning programme, which is important to determine the need for re-training, if any. The study concludes and recommends that the SAPS should focus on ensuring that the skills development facilitators understand the primary role of skills development. Training practices should be in line with the training standards and requirements and should be systematic and transparent / M Development and Management--North-West University, Vaal Triangle Campus, 2015.

Introduction: The continual increase of type 2 diabetes (T2D) prevalence is a global public health concern. The aetiology of T2D has not been fully elucidated and this is hampering the development of effective preventative and curative interventions to curb the T2D burden. Although much has been done to elucidate the environmental risk factors associated with T2D, little is known about the precise genetic risk factors that predispose people to it. There is limited knowledge about the common variants associated with T2D risk in the black South African population. However, evidence of shared common variants associated with T2D among people of different ethnicities has been documented. Nonetheless, the majority of the common variants that have been reported to be associated with T2D in other ethnicities are still yet to be evaluated in the black South African population. Objectives: The aim of this study was to evaluate the association of previously reported common genetic variants with T2D susceptibility, as indicated by impaired glucose tolerance (IGT), in a black South African population of Tswana descent. Methods: This study was a case-control study of 180 cases and 180 controls nested in the Prospective Urban Rural Epidemiology (PURE) study baseline data, which was collected in 2005. The DNA samples of the participants were genotyped for 77 single nucleotide polymorphisms (SNPs), using Illumina® VeraCode technology on the BeadXpress® platform. The gPlink software was used to evaluate the standard genetic models of disease penetrance for the association of the common variants with impaired glucose tolerance (IGT) while adjusting for age, sex and body mass index. Results: Four out of the 66 SNPs that were evaluated through the genetic association tests in this study were noted to be significantly associated with IGT (p< 0.05). Of the four SNPs, only rs1436955 was associated with an increase in T2D risk, while the other three variants, rs831571, rs8050136 and rs7542900, were noted to be associated with a decreased risk of T2D. However, none of the four SNPs was significantly associated with IGT after correcting for multiple testing (p <0.05). Conclusions: Black South Africans of Tswana descent might not share common variants associated with T2D risk, as indicated by IGT in other ethnicities. Wellpowered studies are required to evaluate the association of common variants with T2D risk in this population group. The results from this study emphasise the need for population-specific variants to assess the genetic susceptibility of complex diseases such as T2D in the black South African population. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2014

The swelling and caking propensity of coals may cause operational problems such as channelling and excessive pressure build-up in combustion, gasification and specifically in fluidised-bed and fixed-bed operations. As a result, the swelling and caking characteristics of certain coals make them less suitable for use as feedstock in applications where swelling and/or caking is undesired. Therefore, various studies have focused on the manipulation of the swelling and/or caking propensity of coals, and have proven the viability of using additives to reduce the swelling and caking of powdered coal (<500 μm). However, there is still a lack of research specifically focused on large coal particle devolatilisation behaviour, particularly swelling and caking, and the reduction thereof using additives. A comprehensive study was therefore proposed to investigate the swelling and caking behaviour of large coal particles (5, 10, and 20 mm) of typical South African coals, and the influence of the selected additive (potassium carbonate) thereon. Three different South African coals were selected based on their Free Swelling Index (FSI): coal TSH is a high swelling coal (FSI 9) from the Limpopo province, GG is a medium swelling coal (FSI 5.5-6.5) from the Waterberg region, and TWD is a non-swelling coal (FSI 0) from the Highveld region. Image analysis was used to semi-quantitatively describe the transient swelling and shrinkage behaviour of large coal particles (-20+16 mm) during lowtemperature devolatilisation (700 °C, N2 atmosphere, 7 K/min). X-ray computed tomography and mercury submersion were used to quantify the degree of swelling of large particles, and were compared to conventional swelling characteristics of powdered coals. The average swelling ratios obtained for TWD, GG, and TSH were respectively 1.9, 2.1 and 2.5 from image analysis and 1.8, 2.2 and 2.5 from mercury submersion. The results showed that coal swelling measurements such as FSI, and other conventional techniques used to describe the plastic behaviour of powdered coal, can in general not be used for the prediction of large coal particle swelling. The large coal particles were impregnated for 24 hours, using an excess 5.0 M K2CO3 impregnation solution. The influence of K2CO3-addition on the swelling behaviour of different coal particle sizes was compared, and results showed that the addition of K2CO3 resulted in a reduction in swelling for powdered coal (-212 μm), as well as large coal particles (5, 10, and 20 mm). For powdered coal, the addition of 10 wt.% K2CO3 decreased the free swelling index of GG and TSH coals from 6.5 to 0 and from 9.0 to 4.5, respectively. The volumetric swelling ratios (SRV) of the 20 mm particles were reduced from 3.0 to 1.8 for the GG coal, and from 5.7 to 1.4 for TSH. In contrast to the non-swelling (FSI 0) behaviour of the TWD powders, the large particles exhibited average SRV values of 1.7, and was found not be influenced by K2CO3-impregnation. It was found that the maximum swelling coefficient, kA, was reduced from 0.025 to 0.015 oC-1 for GG, and from 0.045 to 0.027 oC-1 for TSH, as a results of impregnation. From the results it was concluded that K2CO3-impregnation reduces the extent of swelling of coals such as GG (medium-swelling) and TSH (high-swelling), which exhibit significant plastic deformation. Results obtained from the caking experiments indicated that K2CO3-impregnation influenced the physical behaviour of the GG coal particles (5, 10, and 20 mm) the most. The extent of caking of GG was largely reduced due to impregnation, while the wall thickness and porosity also decreased. The coke from the impregnated GG samples had a less fluid-like appearance compared to coke from the raw coal. Bridging neck size measurements were performed, which quantitatively showed a 25-50% decrease in the caking propensity of GG particles. Coal TWD did not exhibit any caking behaviour. The K2CO3-impregnation did not influence the surface texture or porosity of the TWD char, but increased the overall brittleness of the devolatilised samples. Both the extent of caking and porosity of TSH coke were not influenced by impregnation. However, impregnation resulted in significantly less and smaller opened pores on the surface of the devolatilised samples, and also reduced the average wall thickness of the TSH coke. The overall conclusion made from this investigation is that K2CO3 (using solution impregnation) can be used to significantly reduce the caking and swelling tendency of large coal particles which exhibits a moderate degree of fluidity, such as GG (Waterberg region). The results obtained during this investigation show the viability of using additive addition to reduce the caking and swelling tendency of large coal particles. Together with further development, this may be a suitable method for modifying the swelling and caking behaviour of specific coals for use in fixed-bed and fluidised-bed gasification operations. / PhD (Chemical Engineering), North-West University, Potchefstroom Campus, 2015

The phenomenon of state dysfunction has, over the last two decades, become a prominent empirical and scholarly concern internationally and, more recently, domestically. This study endeavours to extend and improve the understanding of dysfunctional states in the scientific domain – in the developing world in general, as well as the South African context in particular. Given the dearth of conceptual literature in the field of dysfunctional states, the first part of this study concerns the pursuit of a novel conceptualisation of state dysfunction, premised upon the Weberian state as a comprehensive point of departure. Subsequently, meta-theoretical, theoretical, applicational and operational frameworks are developed through which this concept may be integrated by using a scientific method and ultimately studied empirically in pursuit of valid and reliable knowledge pertaining to the phenomenon. The outcome of the above-mentioned process is a multi-criteria operational framework that enables evaluation and analysis with the purpose of determining the approximation to – and extent of – state dysfunction in a given empirical context. Accordingly, the second part of this study concerns the evaluation and analysis of the South African state. The outcome of this process is an account of South African state dysfunction that is at once comprehensive and thorough. / PhD (Political Studies), North-West University, Potchefstroom Campus, 2015

South African schools are learning environments that are defined by heterogenity, which means the relating and interaction of teachers and learners from different cultural, language and religious backgrounds. Viewed in terms of a social constructivist theoretical framework, teachers’ perceptions of their interaction with their learners are defined by their personal experiences, as well as their observations of concrete learner behaviour in class which are mostly shaped by the learners’ perceptions. ,. Broad cultural influences, including the unique school culture and climate where the teachers are operating, also contribute to teachers’ perception of the teacher-learnerinteraction. The nature and quality of teacher-learner interactions must be viewed as a contextual feature of school culture and climate as these relations shape the classroom experience. This study sought to generate broad themes on how teachers perceive teacher-learner interactions within diverse school cultures and climates. The research was conducted within a social constructivist, interpretive paradigm and it utilised Kenny’s PERSON Model of Interpersonal Perception. The PERSON Model of Interpersonal Perception is a model used to explore the formation of perceptions during interpersonal interaction and it is in line with the social constructivist position as it takes into account the dynamic and socially embedded nature of the interaction process. A research study of this nature was needed because teachers’ perceptions of their regular contact and connecting with learners influence teacher-learner relations. This in turn serves to shape learners’ perceptions of the learning environment as well as mediate the learners’ behaviour and relationship with scholastic learning (Luckner & Pianta, 2011:257). Qualitative research was used as this method lends itself to revealing the authenticity of human experience (Silverman, 2013:6) and it is particularly useful in the study of social relations (Flick, 2009:12). The participants consisted of twenty teachers from four high schools in Johannesburg, Gauteng. Three teachers from each of the four schools participated in semistructured interviews, while two other teachers from each of the four schools participated in a single focus group activity that included a collage-making exercise. Thematic analysis was used to identify themes that articulate the teachers’ perceptions of the teacher-learner interaction. Key themes that were identified through the research study included teaching to be a vocation; teachers’ interactions with their learners as character building that serve to shape the personalities of their learners; the influence of the length of time that teachers are active in the teaching profession and teacher-learner interactions; how classroom management strategies influences teachers perceptions of teacher-learner interactions. It was found that several factors influence the teachers’ perceptions of their interactions with their learners. Teachers who considered teaching to be a “vocation” tended to report that they experience enjoyable teacher-learner interactions. The teachers whose narratives did not include references to teaching as a vocation were inclined to report more conflictual and less enjoyable interaction experiences with their learners. The findings further reveal that the teachers perceive a decrease in negative teacher-learner interactions the longer they teach. Both groups of teachers viewed the interactions with their learners as character-building exercises that served to shape the personalities of their learners. Classroom climate factors and management strategies were found to influence teachers’ perceptions of their interactions with their learners. The teachers’ narratives did not emphasise race or culture as factors (qualitative research) that moderated their interactions with the learners in a significant manner. Overall, the findings indicated that the participants showed an awareness that firstly, personal factors, secondly, the external social factors or environmental events, and, lastly that individual behaviour contributed much to the quality of the interactions. An in-depth study investigating rural teachers’ perceptions of their interactions with their learners is recommended. A wider study that compares and contrasts the perceptions of teachers from the various provinces of South Africa would provide valuable insight into whether or not teachers’ perceptions of teacher-learner interaction vary from province to province. / MA (Psychology), North-West University, Potchefstroom Campus, 2015