Discipline, safety and security in schools: a challenge for school management
- Mathe, Khethiwe Sibongiseni Jabulisile
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2010-11-09T07:09:38Z
- Subjects: School discipline , School safety measures , School security measures , School management and organization
- Type: Thesis
- Identifier: uj:6978 , http://hdl.handle.net/10210/3485
- Description: D.Ed. , Chapter one provided a general introduction and motivation for the study, and the challenges of discipline, safety and security (DSS) were also introduced. A general background to discipline, safety and security challenges was provided. The research problem and research aims were formulated and the research methodology was discussed. The focus of the research was clearly demarcated. The chapter was concluded by clarifying the concepts related to the research topic and outlining the division of chapters. In Chapter two a literature review was undertaken in order to determine the essence of DSS challenges and the extent of the challenges. In an analysis of the global perspectives in South America, Australia, and Botswana it became clear that DSS was a world wide phenomenon. Specific DSS challenges such as bullying, violence, substance abuse, guns and weapons, gangsterism, child abuse, HIV/AIDS and child-headed families were discussed. In Chapter three a discussion of possible intervention strategies which could be of assistance to the school management and the SGB in maintaining DSS in schools in schools was done. General characteristics of well-disciplined and safe schools were discussed as functional Codes of Conduct for learners, effective leadership, a positive school culture and climate, strong parental and community partnerships and effective communication. The following were identified and discussed as strategies for managing DSS challenges in schools: co-operative discipline, behaviour management, developing resilience in learners, developing self-esteem in learners, establishing a process for conflict resolution, co-operative learning use of physical environment, time management and learner motivation. The Boys and Girls Town educational model was discussed and important discipline, safety and security lessons for all stakeholders were clearly identified.
- Full Text:
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2010-11-09T07:09:38Z
- Subjects: School discipline , School safety measures , School security measures , School management and organization
- Type: Thesis
- Identifier: uj:6978 , http://hdl.handle.net/10210/3485
- Description: D.Ed. , Chapter one provided a general introduction and motivation for the study, and the challenges of discipline, safety and security (DSS) were also introduced. A general background to discipline, safety and security challenges was provided. The research problem and research aims were formulated and the research methodology was discussed. The focus of the research was clearly demarcated. The chapter was concluded by clarifying the concepts related to the research topic and outlining the division of chapters. In Chapter two a literature review was undertaken in order to determine the essence of DSS challenges and the extent of the challenges. In an analysis of the global perspectives in South America, Australia, and Botswana it became clear that DSS was a world wide phenomenon. Specific DSS challenges such as bullying, violence, substance abuse, guns and weapons, gangsterism, child abuse, HIV/AIDS and child-headed families were discussed. In Chapter three a discussion of possible intervention strategies which could be of assistance to the school management and the SGB in maintaining DSS in schools in schools was done. General characteristics of well-disciplined and safe schools were discussed as functional Codes of Conduct for learners, effective leadership, a positive school culture and climate, strong parental and community partnerships and effective communication. The following were identified and discussed as strategies for managing DSS challenges in schools: co-operative discipline, behaviour management, developing resilience in learners, developing self-esteem in learners, establishing a process for conflict resolution, co-operative learning use of physical environment, time management and learner motivation. The Boys and Girls Town educational model was discussed and important discipline, safety and security lessons for all stakeholders were clearly identified.
- Full Text:
Educator development as an aspect of whole school evaluation
- Mathe, Khethiwe Sibongiseni Jabulisile
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2012-09-12
- Subjects: Schools -- Evaluation , Teachers -- Training of -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10118 , http://hdl.handle.net/10210/7500
- Description: M.Ed. , In chapter one the motivation of the study, the problem statement, aim of the research concept clarification and research methodology was provided. In chapter two the focus was on a literature review, getting other researchers views, theories and their findings on educator development. The literature study discussed the following aspects: whole school evaluation; educator development; essential aspects of educator development; educator development design; strategies; significance of educator development; and implications for school management. Nine areas for evaluation were mentioned and the one associated with this research, namely educator development was discussed in detail. The design of the research study was explained in chapter three. A brief discussion and a motivation of ten questions chosen by this researcher was given. Most of the questions resulted in high mean scores, which indicate that most of the respondents chose options and 6 on the equal interval scale. This is a reflection of the significance that respondents attach to these aspects as they mostly agreed to strongly agreed with most of the items. The analysis and interpretation of the empirical data was discussed in chapter four. The reliability ad validity of the structures questionnaire was provided. There were seven first order factors and two-second order factors. These factors were named "essential educator competencies" and "effective management skills" respectively. Appropriate hypotheses were stated together with the appropriate statistical tests. Finally, factor mean scores of the various independent groups were compared with one another and briefly discussion.
- Full Text:
- Authors: Mathe, Khethiwe Sibongiseni Jabulisile
- Date: 2012-09-12
- Subjects: Schools -- Evaluation , Teachers -- Training of -- South Africa , School management and organization -- South Africa
- Type: Mini-Dissertation
- Identifier: uj:10118 , http://hdl.handle.net/10210/7500
- Description: M.Ed. , In chapter one the motivation of the study, the problem statement, aim of the research concept clarification and research methodology was provided. In chapter two the focus was on a literature review, getting other researchers views, theories and their findings on educator development. The literature study discussed the following aspects: whole school evaluation; educator development; essential aspects of educator development; educator development design; strategies; significance of educator development; and implications for school management. Nine areas for evaluation were mentioned and the one associated with this research, namely educator development was discussed in detail. The design of the research study was explained in chapter three. A brief discussion and a motivation of ten questions chosen by this researcher was given. Most of the questions resulted in high mean scores, which indicate that most of the respondents chose options and 6 on the equal interval scale. This is a reflection of the significance that respondents attach to these aspects as they mostly agreed to strongly agreed with most of the items. The analysis and interpretation of the empirical data was discussed in chapter four. The reliability ad validity of the structures questionnaire was provided. There were seven first order factors and two-second order factors. These factors were named "essential educator competencies" and "effective management skills" respectively. Appropriate hypotheses were stated together with the appropriate statistical tests. Finally, factor mean scores of the various independent groups were compared with one another and briefly discussion.
- Full Text:
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