Tag: inclusive education

Daphney Mawila-Chauke | Psychology | Best Researcher Award

Published on by WSA Awards

Dr. Daphney Mawila-Chauke | Psychology | Best Researcher Award

University of Johannesburg, South Africa


Dr. Daphney Mawila-Chauke is a dedicated educational psychologist and senior lecturer at the University of Johannesburg, South Africa. With over 15 years of academic and research experience, her expertise lies in educational psychology, child and adolescent mental health, and resilience. She has steadily progressed through academic ranks from tutor to senior lecturer, showing a strong commitment to teaching, mentorship, and research. Her doctoral work explored the relationship between resilience and social ecology, reflecting her focus on developmental and psychological challenges in educational settings. Dr. Mawila-Chauke also actively supervises postgraduate research, notably on inclusive education and autism. She is widely recognized for her impactful work on student mental health and educational adaptation, particularly in the South African context. Passionate about equity in education, she contributes to shaping policies and practices that support vulnerable learners. Her contributions to higher education have helped advance inclusive, responsive, and context-sensitive educational frameworks.

Professional Profile

Education

Dr. Daphney Mawila-Chauke earned her Doctor of Education (D Ed) in Educational Psychology from the University of Johannesburg in April 2021. Her dissertation, titled “Relationship between resilience and social ecology,” explored psychosocial adaptation among learners facing adversity, reflecting her core research interest in developmental psychology. She began her academic journey at the University of Johannesburg in 2006, demonstrating a long-standing affiliation with the institution. Her specialization lies in disability, child and adolescent development, mental health, and resilience within educational contexts. Throughout her studies, she engaged in rigorous academic training and contributed to multiple research and mentorship initiatives, building a solid foundation in psychological assessment, inclusive education, and educational resilience. Dr. Mawila-Chauke’s academic trajectory showcases her dedication to lifelong learning, student empowerment, and the integration of psychological theory with educational practice to promote mental wellness and academic success across diverse learner populations.

Professional Experience

Dr. Mawila-Chauke has held numerous academic positions at the University of Johannesburg since 2008. Her professional journey began as a tutor, evolving into roles such as mentor, researcher, part-time lecturer, assistant lecturer, intern educational psychologist, and lecturer. She became a senior lecturer in February 2023. These roles highlight her expertise in teaching, mentoring, and applied research within the higher education sector. As an intern educational psychologist (2015–2017), she engaged deeply with learner support and developmental interventions. Her long-term contributions include curriculum development, postgraduate supervision, and scholarly publication in social and educational psychology. Her experience spans teaching inclusive education, mentoring future educators, and conducting school-based psychological research. Dr. Mawila-Chauke has significantly contributed to advancing inclusive practices, particularly in the areas of resilience and mental health in educational settings. Her sustained commitment to teaching excellence and psychological services reflects her dedication to learner support, academic growth, and evidence-based educational strategies.

Research Interests

Dr. Mawila-Chauke’s research primarily centers on educational psychology with a specific emphasis on child and adolescent mental health, resilience, and inclusive education. Her doctoral work examined how resilience interacts with social ecology, laying the foundation for her continued exploration of adaptive mechanisms in learning environments. She is particularly interested in how psychological resilience supports academic achievement and mental wellness among youth facing socio-economic and developmental challenges. Her secondary research includes educational adaptation in learners with disabilities, the intersection of mental health and academic success, and parental influences on resilience in children with Autism Spectrum Disorder. She also supervises research in inclusive education, focusing on systemic and familial support mechanisms. Her work informs evidence-based strategies for educators and policymakers to enhance student engagement and holistic development. Dr. Mawila-Chauke’s scholarship contributes to transforming South African education through psychologically-informed, context-sensitive, and equity-driven research initiatives.

Awards and Honors

While no formal awards are listed in her CV, Dr. Daphney Mawila-Chauke’s academic progression and continuous appointments at the University of Johannesburg reflect her recognition as a respected educator and scholar in educational psychology. Her promotion to senior lecturer and supervisory roles in postgraduate education serve as institutional acknowledgments of her professional merit and academic leadership. The trust placed in her to guide Master’s level research on critical topics such as autism and resilience showcases her authority in the field. Her role in shaping inclusive education practices through both teaching and research is, in itself, a testament to her contributions to South African education. Through sustained service, scholarly engagement, and commitment to student development, Dr. Mawila-Chauke has built a career marked by distinction, even in the absence of traditional accolades, proving her impact through influence, mentorship, and academic excellence in advancing mental health and resilience research in education.

Publications Top Notes

  • Growing resilience capacity for learners presenting with specific learning disability in learners with special education needs schools
    D Mawila
    African Journal of Disability 12, 1045
  • Risk factors of orphan and vulnerable children in a children’s home during the COVID-19 pandemic
    L Munongi, D Mawila
    Children and youth services review 145, 106801
  • The Mediation role of Caregivers and Context on Individual Factors in Enabling Resilience Among Learners with Specific Learning Disability
    D Mawila
    Interchange 54 (1), 81-94
  • Relationship Between Resilience and Social Ecological Support Among Learners with Specific Learning Sisability in LSEN Schools
    D Mawila
    PQDT-Global
  • Treating the psychological distress in children with adventitious blindness
    MO Ede, D Mawila, LN Onuigbo, V Victor-Aigbodion
    Journal of Rational-Emotive & Cognitive-Behavior Therapy 43 (1), 1-23
  • The resilience of learners with specific learning disability in unequally resourced learners with special education needs schools in diverse contexts
    D Mawila
    African journal of disability 11, 1044
  • An explorative investigation of the quality of items of the performance scales on the translated Sesotho version of the junior South African individual scales JSAIS (giq-8)
    D Mawila
    PQDT-Global

Mr. Adane Hailu Herut | Education

Published on by WSA Awards
Mr. Adane Hailu Herut : Leading Researcher in Education 

Researcher at Microbiology, Dilla University, Ethiopia

Your remarkable academic journey, extensive research contributions, and dedication to the field of psychology are truly commendable. Your wealth of knowledge and diverse skill set reflect a deep commitment to understanding and addressing critical issues such as bullying, inclusion, and socialization.

🔬 Your successful completion of a PhD in Psychology, along with the numerous advanced courses and workshops, showcases your continuous pursuit of excellence and expertise in your field.

🏆 The awards and recognitions, including the First Place in the Poster Award at the University of Stavanger, underscore the impact of your research and the high regard it holds in the academic community.

Professional Profiles:

 Educational Qualification:

I pursued my educational journey with dedication and excellence, starting with my Senior Secondary education at Durame High School from 1983 to 1986 E.C. Following this, I earned a Diploma of Education in Amharic (English Minor) from Awassa College of Teacher Education from 1993 to 1995 E.C. My commitment to education continued as I pursued a Bachelor of Education Degree in Amharic Language Education from Addis Ababa University, where I graduated with distinction in the year 1999-2001 E.C. Subsequently, I attained a Master of Arts degree in Educational Research and Development from Addis Ababa University, College of Education and Behavioral Sciences, from 2003 to 2006 E.C., achieving a remarkable CGPA of 3.56 with an excellent performance in my thesis. My pursuit of knowledge further led me to enroll in the Higher Diploma Program at Dilla University from September 5, 2012, to August 30, 2012, enhancing my expertise in the field.

Experience:

Since August 11, 1995, I have been dedicated to the field of education and research, progressively advancing my career. Currently, I serve as a researcher and lecturer at the Center for Education Research, Dilla University, a role I have held since September 11, 2017. Prior to this, from March 10, 2015, to September 10, 2017, I worked as a Teachers Licensing Consultant at the Ministry of Education in Addis Ababa. My commitment to education also led me to serve as a Teachers Trainer at People in Need, Dilla, Ethiopia, from June 10, 2015, to March 09, 2016. Before that, from June 1, 2014, to June 09, 2015, I was the Academic Vice Director at Tsehay Chora Primary School in Gullele subcity, Addis Ababa. Earlier in my career, from October 1, 2006, to May 30, 2006, I worked as an English Teacher at Addis Birhan Primary School in Gullele Sub-city, Addis Ababa. Additionally, from July 23 to September 15, 2013, I served as a teacher trainer at Hossana College of Teacher Education. Furthermore, from June 1, 2002, to September 30, 2006, I worked as an Amharic Teacher and Department Coordinator at Federal Police, Siket Secondary School, Addis Ababa. Prior to this, I contributed to the field of journalism, working as a reporter at Debub Ari Woreda Culture and Information Office, South Omo Zone, Gazer, from March 1, 1997, to May 29, 1998. My early teaching experience includes serving as an Amharic and English teacher at Wubhamer Primary School, South Omo Zone: Wubhamer, from August 11, 1995, to February 30, 1997.

References and Skills:

In addition to my academic and professional pursuits, I am actively engaged in various creative and literary activities. I conduct research and contribute to editing and writing poems, short stories, and articles. Furthermore, I am involved in acting dramas and preparing promotional materials such as flyers, brochures, and leaflets. My role also encompasses coordinating teamwork and editing annual bulletins and magazines. Moreover, I have developed proficiency in basic computer programs and possess skills in using SPSS for data analysis. My experience has also honed my ability to interact effectively with individuals from diverse cultural backgrounds. In my professional network, I collaborate closely with Dr. Misganu Legesse, who serves as my immediate supervisor at the Center for Education Studies and Research, Dilla University. Dr. Legesse can be contacted at +251911944488 or via email at  For matters related to teacher and leader licensing, I work with Miss. Kassanesh Alemu, the Director of the Teacher & Leader Licensing Directorate at the Ministry of Education in Addis Ababa, Ethiopia. She can be reached at +251911718853. Additionally, I maintain a professional relationship with Dr. Ongaye Oda, an Assistant Professor at the Institute of Indigenous Studies in Dilla.

. Adane Hailu Herut citation metrics and indices from Google Scholar are as follows:

  • Cited by: All: 33, Since 2018: 33
  • Citations: 33 (All), 33 (Since 2018)
  • h-index: 2 (All), 2 (Since 2018)
  • i10-index: 1 (All), 1 (Since 2018)

PUBLICATION:

1.Graduates’ unemployment and associated factors in Ethiopia: analysis of higher education graduates’ perspectives

  • Published in Energy in 2021 with 16 citations.

2.Determinants of human capital development in Ethiopia: implications to education policy

  • Published in Energy in 2021 with 9 citations.

3.Education inequalities in Ethiopia: a macro-level analysis and its policy implications

  • Published in Energy in 2022 with 2  citations.

4.Trends of human capital development in Ethiopia: a comparative analysis

  • Published in Energy in 2023 with 1  citations.

5.Perspectives of Teachers and Parents on Education Disruption during the Gedeo–Guji Conflict in Southern Ethiopia.

  • Published in Energy in 2022 with 1  citations.