School violence directed towards educators in selected South African schools
- Authors: Abdulla, Tasneem Sheik
- Date: 2013-09-17
- Subjects: Teacher-student relationships , School violence , School discipline , School management and organization , Conflict management
- Type: Thesis
- Identifier: uj:7735 , http://hdl.handle.net/10210/8606
- Description: M.Ed. (Educational Management) , The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.
- Full Text:
Konflikhantering in die klaskamer
- Authors: Rheeders, Hendrik Andries
- Date: 2014-07-31
- Subjects: Conflict management , Classroom management , Teacher-student relationships
- Type: Thesis
- Identifier: uj:11956 , http://hdl.handle.net/10210/11683
- Description: M.Ed. (Education) , Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six hours a day, there is a great possibility that conflict can arise in the classroom. There can be a variety of reasons for this conflict. It is very important that the teacher must be aware of the fact that he is going to deal with conflict from time to time. Another important aspect for the teacher is that he must be aware of conflict, must know the different kinds of conflict as well as the reasons for the conflict that arises. Further on he must prepare himself for conflict situations so that he is able to handle it in such a way that the pupil as well as himself will benefit from these situations. The handling of conflict must become part of the teacher's daily task. He must have a positive attitude towards conflict situations and must not evade it. Every conflict situation must be analysed and handled according to the merits of the case. other aspects that need attention is the teacher-pupil relationship, communication between the teacher and his pupils and the management of the classroom. The teacher must endeavour to build a relationship of trust with his pupils. That will encourage pupils to be honest and open with the teacher. This will also enable the teacher to handle conflict situations in a positive manner and eventually both parties will benefit from this. Two-way communication should be present in the classroom. This implies that the teacher will give the pupils the opportunity to participate in classroom decisions and the setting of classroom rules. The pupils will then feel more free to discuss with him any problems they may have. The way the teacher manages his classroom is also going to have an influence on classroom conflict. His conduct towards management and leadership will enable him to limit or prevent classroom conflict or will enable him to cope with the situation.
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