Historical Development of Eswatini Educational Research Association

Abstract

In an effort to promote educational research and professional growth among educators in Eswatini, the Swaziland Education Research Association (SERA) has undertaken various initiatives aimed at enhancing research capacity and academic engagement. Therefore, this study sought to explore the activities, challenges, and future prospects of SERA, with a view to strengthening its operational and strategic effectiveness. The study adopted a qualitative approach using a case study research design. The target population comprised members; and executive leaders (past and present) of the association. Data were collected through semi-structured interviews and document analysis. Trustworthiness of the findings was ensured through credibility, dependability, confirmability, and transferability measures. Ethical considerations such as informed consent, confidentiality, and voluntary participation were also ensured. Thematic analysis was employed to analyze the data. Findings revealed that SERA has made notable strides through workshops, seminars, mentoring, and participation in regional conferences to foster a research culture amongst her members. However, the association faces challenges including low membership, financial constraints, limited leadership engagement, and irregular participation by members. Based on these findings, the study concluded that while SERA is playing a crucial role in advancing educational research, its sustainability depends on structural reforms, increased visibility, and expanded membership. It is therefore recommended that SERA strengthen its governance, establish regional branches, enhance fundraising, and institutionalize member engagement activities for long-term growth and impact.