Dr S Govender

Acting Deputy Dean (Teaching & Learning)
+27 35 902 6350

Dr Samantha  Govender obtained a Doctoral degree in Curriculoum Studies in 2013 from the University of Zululand. She currently serves as a senior lectuer and Acting Head of Department for  Curriculum and Instructional Studies in Education Department at the Faculty of Education.


Dr Samantha  Govender obtained a Doctoral degree in Curriculum Studies in 2013 from the University of Zululand

Research interests: 

She does research on curriculum development, teaching, assessment and teacher development,   and has published several articles in these areas. She also supervises masters and PhD Research projects in these areas.

Professional membership:

Southern African Society for Education (SASE)

Canadian Society for the Study of Education (CSSE)

Research Databases / Publications 

Govender S. (2015). Students’ perceptions of teaching methods used at South African Higher Education Institutions. South African Journal of Higher Education. Special Edition. 29(3) 23-41.

Govender S. and Khuzwayo M.E. (2017).  Educators’ preparedness and  implementation of Foundations for Learning Campaign in the foundation and intermediate phases in the uThungulu District, KwaZulu-Natal. Journal of Social Sciences. 51(1-3): 153-165.

Govender S. (2018). South African teachers’ perspectives on support received in implementing curriculum changes. South African Journal of Education, 38(Suppl. 2): Art. #1484, 12 pages. https://doi.org/10.15700/saje.v38ns2a1484

Ajani OA, Samantha G, Maluleke N (2018). Impacts of In-service Trainings of Secondary Schools’ Teachers on Academic Performance of Students in Lagos State, Nigeria. Sch J Appl Sci Res. Vol: 1, Issue: 2 (32-34).

Ajani, OA and Govender S. (2018). Using clusters system as an effective teachers’ professional development for improved instructional development. Gender & Behaviour, 16(3):11963 – 11969

Ajani, OA, Govender S and Maluleke N. (2018). Teachers’ In-Service Professional Development: Gateway to Improved Classroom Practices in Nigerian Schools. Journal of Gender, Information and Development in Africa (JGIDA), 7(3):21-40

Khumalo, NDF, Maphlalala, MC and Govender S. (2019).  Teachers’ perspectives on the implementation of Annual National Assessment (ANA) in South African primary schools. Gender and Behaviour, 17(1):12569-12582

Oluwatoyin Ayodele Ajani and Samantha Govender (2019). Teachers’ perspectives on in-service professional development in South African and Nigerian high schools.  Gender & Behaviour, 17(2): 13146- 13160.

Yanga, M., Govender, S. & Maluleke, N. (2019).  A Resource-Based Approach for the Enhancement of Learning Physical Sciences in Grade 12. Journal of Gender, Information & Development in Africa (JGIDA) 8(2)

Govender, S. & Pillay, R.  (2018). University students’ response to group work in life science – a social and cognitive perspective. Journal of Educational Studies, 17(2) :42-59

Govender,  S. (2019).  Students’ Reflections on Assessment and Feedback Practices at a South African Higher Education Institution.  AFFRIKA: Journal of Politics, Economics and Society,  9 (2): 67-87.

Ajani, OA, Khumalo, NDF, Maphlalala, MC & Govender S. (2020). Stakeholders’ Support for Large Scale Assessment in Schools: A Case of Annual National Assessment (ANA) in South African Schools. The Journal of Social Sciences Research, 6 (1): 103-113.

Ngubane, N.I., Ntombela, B. & Govender, S. (2020) ‘Writing approaches and strategies used by teachers in selected South African English First Additional Language classrooms.  Reading & Writing 11(1):1-8. a261. https:// doi.org/10.4102/rw.v11i1.261

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