Mentoring for Foundation Phase Mathematics delivery in South African primary schools: A multiple-case study using Deliverology and Implementation Science

Abstract

The effective delivery of Foundation Phase Mathematics is crucial to establish strong numeracy foundations in South African primary schools; however, many teachers continue to face challenges related to content knowledge, pedagogical practices, and sustained instructional improvement. Mentoring has increasingly been identified as a key strategy to support teachers’ professional development and improve classroom practice. This study explored teachers’ experiences and perceptions of mentoring for Foundation Phase Mathematics delivery, drawing on Deliverology and Implementation Science as complementary analytical frameworks to understand how mentoring initiatives are designed, implemented, and sustained. The study examined the role of mentoring in improving instructional quality, identified factors that support or hinder effective implementation, and generated evidence-based strategies to strengthen mentoring programmes in primary schools. A qualitative, multiple-case study design was used, involving selected South African primary schools that implemented structured mentoring interventions. Data were collected through semi-structured interviews with Foundation Phase teachers, mentors, and school leaders, as well as classroom observations and document analysis. The findings indicate that mentoring contributes positively to teachers’ confidence, pedagogical content knowledge, and instructional consistency in Mathematics. However, challenges related to time constraints, variability in mentor expertise, and limited monitoring mechanisms were also identified. Applying Deliverology and Implementation Science frameworks highlighted the importance of clear goals, continuous feedback loops, and systemic support for sustaining mentoring initiatives. Overall, the study demonstrates that well-structured mentoring, when effectively implemented and supported, has the potential to significantly improve Foundation Phase Mathematics delivery in South African primary schools.