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:
- 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:
Principals’ perspectives on managing learner discipline in Secondary Schools
- Authors: Adeoye, Ayodeji Michael
- Date: 2019
- Subjects: School management and organization , School discipline , Developmental psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446222 , uj:39067
- Description: Abstract: This study explores principals’ perspectives on managing learner discipline in secondary schools. The study was located in a qualitative approach and employed a generic qualitative design. A literature study was undertaken to tap into the existing knowledge base on discipline, indiscipline and the causes and effects of indiscipline. Data was collected by means of semi-structured interviews with five secondary school principals. Qualitative content analysis was employed to analyse the data and subsequently three themes and various sub-themes emerged from the study. Findings indicate that learner discipline in secondary schools is in a poor state and is deteriorating. The study further revealed strategies that principals currently use to manage learner discipline. These include positive discipline and prevention, discipline structures in school, stakeholder involvement and the school’s code of conduct. Various challenges that principals face in managing learner discipline in schools were identified, which are inadequate parental involvement, ineffective parental skills in fostering discipline and insufficient support from the Department of Education... , M.Ed. (Educational Leadership and Management)
- Full Text:
- Authors: Adeoye, Ayodeji Michael
- Date: 2019
- Subjects: School management and organization , School discipline , Developmental psychology
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446222 , uj:39067
- Description: Abstract: This study explores principals’ perspectives on managing learner discipline in secondary schools. The study was located in a qualitative approach and employed a generic qualitative design. A literature study was undertaken to tap into the existing knowledge base on discipline, indiscipline and the causes and effects of indiscipline. Data was collected by means of semi-structured interviews with five secondary school principals. Qualitative content analysis was employed to analyse the data and subsequently three themes and various sub-themes emerged from the study. Findings indicate that learner discipline in secondary schools is in a poor state and is deteriorating. The study further revealed strategies that principals currently use to manage learner discipline. These include positive discipline and prevention, discipline structures in school, stakeholder involvement and the school’s code of conduct. Various challenges that principals face in managing learner discipline in schools were identified, which are inadequate parental involvement, ineffective parental skills in fostering discipline and insufficient support from the Department of Education... , M.Ed. (Educational Leadership and Management)
- Full Text:
The role of the school governing body in the adoption of the learners' code of conduct in secondary schools
- Authors: Chanza, Simon Pius
- Date: 2013-05-06
- Subjects: School governing bodies , School boards , School board members - Training of , School discipline , Students - Conduct of life
- Type: Mini-Dissertation
- Identifier: uj:7530 , http://hdl.handle.net/10210/8386
- Description: M.Ed. (Educational Leadership and Management) , The learner’s code of conduct adopted by a school could contain a set of moral values, norms and principles which the school community should uphold and promote as part of the roles and responsibility of various stakeholders, including the school governing body in the creation of a proper teaching and learning milieu in schools. Furthermore, it should include the mission statement of the school, the school rules must define misconduct and due process to be followed when rules are infringed and also provide for legitimate disciplinary measures. We live in a time when learners are quick to remind educators of their rights. It has become common place to hear educators and parents complain about a sense of loss of control and to blame the loss on the fact that learners have unbridled rights. The South African Schools Act (section 8(4), makes it clear that nothing shall exempt a learner from complying with the code of conduct of the school. An educator at the school shall have the same rights as a parent to control and discipline the learner according to the code of conduct during the time the learner is in attendance at the school, any classroom, school function or school trip or school related activities. The main aim of undertaking this research was finding out the perception of parents in the adoption of the learner’s code of conduct in secondary schools. The research method used to collect the data was qualitative. During the research, interviews were used to collect data. The researcher also used a voice recorder to record the views of the school governing body members on their roles in the adoption of the learner’s code of conduct in secondary schools. Research findings and recommendations indicated that, school management must be supported by structures like Representative Council of Learners so as to curb ill discipline in the school. All groups with interest in education together with the Education Department must organised workshops, and training sessions so as to give capacity to school governing body members on matters of school governance.
- Full Text:
- Authors: Chanza, Simon Pius
- Date: 2013-05-06
- Subjects: School governing bodies , School boards , School board members - Training of , School discipline , Students - Conduct of life
- Type: Mini-Dissertation
- Identifier: uj:7530 , http://hdl.handle.net/10210/8386
- Description: M.Ed. (Educational Leadership and Management) , The learner’s code of conduct adopted by a school could contain a set of moral values, norms and principles which the school community should uphold and promote as part of the roles and responsibility of various stakeholders, including the school governing body in the creation of a proper teaching and learning milieu in schools. Furthermore, it should include the mission statement of the school, the school rules must define misconduct and due process to be followed when rules are infringed and also provide for legitimate disciplinary measures. We live in a time when learners are quick to remind educators of their rights. It has become common place to hear educators and parents complain about a sense of loss of control and to blame the loss on the fact that learners have unbridled rights. The South African Schools Act (section 8(4), makes it clear that nothing shall exempt a learner from complying with the code of conduct of the school. An educator at the school shall have the same rights as a parent to control and discipline the learner according to the code of conduct during the time the learner is in attendance at the school, any classroom, school function or school trip or school related activities. The main aim of undertaking this research was finding out the perception of parents in the adoption of the learner’s code of conduct in secondary schools. The research method used to collect the data was qualitative. During the research, interviews were used to collect data. The researcher also used a voice recorder to record the views of the school governing body members on their roles in the adoption of the learner’s code of conduct in secondary schools. Research findings and recommendations indicated that, school management must be supported by structures like Representative Council of Learners so as to curb ill discipline in the school. All groups with interest in education together with the Education Department must organised workshops, and training sessions so as to give capacity to school governing body members on matters of school governance.
- Full Text:
The role of the school governing body in managing school discipline
- Authors: Chauke, Hlohani Jane
- Date: 2011-11-21
- Subjects: School management and organization , School boards , School administrators , School discipline , Students' attitudes
- Type: Thesis
- Identifier: uj:1708 , http://hdl.handle.net/10210/4051
- Description: M.Ed.
- Full Text:
- Authors: Chauke, Hlohani Jane
- Date: 2011-11-21
- Subjects: School management and organization , School boards , School administrators , School discipline , Students' attitudes
- Type: Thesis
- Identifier: uj:1708 , http://hdl.handle.net/10210/4051
- Description: M.Ed.
- Full Text:
The management of the code of conduct for learners at public schools
- Authors: Chauke, Verily Nyembezi
- Date: 2012-08-20
- Subjects: School management and organization , School supervision , Teacher-student relationships , School discipline , Students -- Attitudes
- Type: Mini-Dissertation
- Identifier: uj:2738 , http://hdl.handle.net/10210/6179
- Description: M.Ed. , Chapter one was mostly concerned with the statement of the problem, setting out the aims of the research, clarification of concepts as well as the methodology to be implemented. Chapter two focused on the contributions of various researchers in different countries, on the adoption of a code Conduct for learners. The functions of the school governing bodies were also outlined. The countries that were discussed are the United States of America, England and Wales, Uganda and South Africa. These countries *experience challenges on issues pertaining to the composition, learner discipline and functions of the school governing bodies. From the literature consulted, it came out that there is a need for conceptualisation of the development of school governing bodies. Attention needs to be focused on efficiency and effectiveness of school governing bodies to improve their performance. The literature revealed that there is a need to discipline learners by developing an overall school policy, where a code of conduct for learners should be explained in details. A code of conduct will lead to positive learning and personal development (paragraph 2.3). The study also revealed that there were almost similar structures of school governing bodies in the countries that were discussed, .that is, the United States of America, England and Wales, Uganda and South Africa. The state controls and manages education in the said countries. But, most of the controlling powers have been delegated to the Ic-al school governing bodies (paragraphs 2.4.1,2.5.1 and 2.5.2.1). The design of the research instrument as well as the empirical investigation was conducted in chapter three. Queitionnaires were designed to asses the respective impressions of parents, principals, educators, non-educators and learners serving in the school governing bodies (see APPENDIX A). Questionnaires were sent to 1 000 respondents and 88% of them were returned. Most of the respondents considered the items on the adoption of a code of conduct for learners to be important. The analysis and interpretation of the empirical data was discussed in chapter four. From the research conducted it can be concluded that the functions of the school governing bodies revolve around the construct of co-operative governance, governance of non-educators, governance of educators, governance of the community, governance as policy and governance of the learners. Al! these construct shown to have construct validity and high reliability and could thus serve as a basis for developing a code of conduct for learners.
- Full Text:
- Authors: Chauke, Verily Nyembezi
- Date: 2012-08-20
- Subjects: School management and organization , School supervision , Teacher-student relationships , School discipline , Students -- Attitudes
- Type: Mini-Dissertation
- Identifier: uj:2738 , http://hdl.handle.net/10210/6179
- Description: M.Ed. , Chapter one was mostly concerned with the statement of the problem, setting out the aims of the research, clarification of concepts as well as the methodology to be implemented. Chapter two focused on the contributions of various researchers in different countries, on the adoption of a code Conduct for learners. The functions of the school governing bodies were also outlined. The countries that were discussed are the United States of America, England and Wales, Uganda and South Africa. These countries *experience challenges on issues pertaining to the composition, learner discipline and functions of the school governing bodies. From the literature consulted, it came out that there is a need for conceptualisation of the development of school governing bodies. Attention needs to be focused on efficiency and effectiveness of school governing bodies to improve their performance. The literature revealed that there is a need to discipline learners by developing an overall school policy, where a code of conduct for learners should be explained in details. A code of conduct will lead to positive learning and personal development (paragraph 2.3). The study also revealed that there were almost similar structures of school governing bodies in the countries that were discussed, .that is, the United States of America, England and Wales, Uganda and South Africa. The state controls and manages education in the said countries. But, most of the controlling powers have been delegated to the Ic-al school governing bodies (paragraphs 2.4.1,2.5.1 and 2.5.2.1). The design of the research instrument as well as the empirical investigation was conducted in chapter three. Queitionnaires were designed to asses the respective impressions of parents, principals, educators, non-educators and learners serving in the school governing bodies (see APPENDIX A). Questionnaires were sent to 1 000 respondents and 88% of them were returned. Most of the respondents considered the items on the adoption of a code of conduct for learners to be important. The analysis and interpretation of the empirical data was discussed in chapter four. From the research conducted it can be concluded that the functions of the school governing bodies revolve around the construct of co-operative governance, governance of non-educators, governance of educators, governance of the community, governance as policy and governance of the learners. Al! these construct shown to have construct validity and high reliability and could thus serve as a basis for developing a code of conduct for learners.
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Die manifestasie van gesag in die moderne skoolbestuur
- Authors: French, Andre
- Date: 2014-04-16
- Subjects: School management and organization , Authority , School discipline
- Type: Thesis
- Identifier: uj:10796 , http://hdl.handle.net/10210/10303
- Description: M.Ed. (Education Management) , Please refer to full text to view abstract
- Full Text:
- Authors: French, Andre
- Date: 2014-04-16
- Subjects: School management and organization , Authority , School discipline
- Type: Thesis
- Identifier: uj:10796 , http://hdl.handle.net/10210/10303
- Description: M.Ed. (Education Management) , Please refer to full text to view abstract
- Full Text:
Gesagsuitoefening : 'n bestuurstaak van die klasonderwyser
- Janse van Rensburg, Johannes Lodewyk
- Authors: Janse van Rensburg, Johannes Lodewyk
- Date: 2015-09-16
- Subjects: Classroom management , Discipline of children , School discipline , Teachers - Discipline
- Type: Thesis
- Identifier: uj:14123 , http://hdl.handle.net/10210/14560
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Janse van Rensburg, Johannes Lodewyk
- Date: 2015-09-16
- Subjects: Classroom management , Discipline of children , School discipline , Teachers - Discipline
- Type: Thesis
- Identifier: uj:14123 , http://hdl.handle.net/10210/14560
- Description: M.Ed. , Please refer to full text to view abstract
- Full Text:
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:
Governing bodies and learner discipline : managing rural schools in South Africa through a code of conduct
- Authors: Mestry, Raj , Khumalo, Jan
- Date: 2011
- Subjects: School governing bodies , South Africa. Schools Act, 1996 , School discipline , School management and organization , School management and organization - Parent participation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/381948 , uj:5746 , ISSN 0256-0100 , http://hdl.handle.net/10210/7748
- Description: The South African Schools Act of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch’s method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.
- Full Text:
- Authors: Mestry, Raj , Khumalo, Jan
- Date: 2011
- Subjects: School governing bodies , South Africa. Schools Act, 1996 , School discipline , School management and organization , School management and organization - Parent participation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/381948 , uj:5746 , ISSN 0256-0100 , http://hdl.handle.net/10210/7748
- Description: The South African Schools Act of 1996 provides that school governing bodies (SGBs) should adopt and assist in the enforcement of a learner code of conduct to maintain discipline effectively. This study focuses on the perceptions and experiences of SGBs in managing discipline in rural secondary schools through the design and enforcement of learner codes of conduct. A generic qualitative research paradigm was used to gain insight into the effectiveness of and factors impeding the enforcement of learner codes of conduct in rural secondary schools. For this purpose, data were collected from six secondary schools in the North West Province by means of focus group interviews and analysed according to Tesch’s method of open coding. One of the major findings of the study revealed that many rural school governors still lack the relevant knowledge and skills to design and enforce a learner code of conduct effectively. The literacy levels of the majority of SGB members (parents) make it difficult for them to design and enforce the learner code of conduct, even though the department may have provided training. Furthermore, parent-governors are far removed from the day-to-day operations of the school, and consequently fail to contextualise the seriousness of discipline problems as well as to enforce the learner code of conduct effectively.
- Full Text:
Teacher learning about verbal discipline in professional conversations
- Authors: Okeke, Charity Chimankpa
- Date: 2018
- Subjects: Classroom management , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/267885 , uj:28426
- Description: M.Ed. (Educational Psychology) , Abstract: This study investigated teacher learning about verbal discipline in professional conversations. The purpose was to analyse learning conversations about verbal discipline in order to contribute to the understanding of how and what teachers learn in professional conversations. This study was a qualitative study that adopted ethnomethodology research design. Six teachers in one primary school in the East London Education District were selected using purposive sampling method. Video recording was used to capture the 100 minutes, 04 seconds learning conversations among the teachers. Three conversation sessions were video recorded for three days after which the teachers wrote their learning thoughts as additional data. The second conversation session which lasted for 31minutes, 56 seconds and the written learning thoughts of the teachers were selected, transcribed and analysed to answer the research questions in this study. Both conversation and content analyses were used for the data analysis. Four episodes from the second conversation session were transcribed using Jefferson notations and analysed using Clayman and Gill conversation analysis levels to ascertain how teachers learn in professional conversations while content analysis was used to analyse the written learning thoughts of the teachers to determine what teachers learn about VD after the conversations. Findings from both analyses show that teachers through conversational actions; participatory approach; individual and group responses; repairing/assisting; non-vocal action and practice of sharing ideas learnt that: VD is a reliable disciplining strategy; VD is effective in changing learners’ behaviour and instilling order in the classroom, but depends on application; Emotions should be avoided when disciplining learners, as effective VD should be practised with love, reasoning and respect; VD is a corrective way of changing learners’ behaviour against punitive measure; the background of a learner should be understood before application of any form of discipline and that VD is a form of discipline strategy in school. Based on the findings, the following recommendations were made to improve classroom discipline and teacher learning: Teachers should embrace professional conversation in schools to discuss, reflect and share classroom experiences with colleagues for learning; conversational actions, approaches, strategies and practice discovered in this study should be taken up by teachers to encourage own/professional learning; teachers should avoid emotions when disciplining learners as the finding indicated that their approaches most times affect learners; teachers should have background knowledge of their learners before the application of any form of discipline, as the finding showed that most behavioural problems originate from home and practices at home also differ from school methods; Department of Education should involve research experts in teacher/professional learning in school workshops to present their findings and recommendations to further enrich teacher learning. Department of Education should reproduce the policy document (Alternatives to Corporal Punishment) into handbook and distribute to teachers as the finding indicated that most teachers lack content knowledge of the policy.
- Full Text:
- Authors: Okeke, Charity Chimankpa
- Date: 2018
- Subjects: Classroom management , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/267885 , uj:28426
- Description: M.Ed. (Educational Psychology) , Abstract: This study investigated teacher learning about verbal discipline in professional conversations. The purpose was to analyse learning conversations about verbal discipline in order to contribute to the understanding of how and what teachers learn in professional conversations. This study was a qualitative study that adopted ethnomethodology research design. Six teachers in one primary school in the East London Education District were selected using purposive sampling method. Video recording was used to capture the 100 minutes, 04 seconds learning conversations among the teachers. Three conversation sessions were video recorded for three days after which the teachers wrote their learning thoughts as additional data. The second conversation session which lasted for 31minutes, 56 seconds and the written learning thoughts of the teachers were selected, transcribed and analysed to answer the research questions in this study. Both conversation and content analyses were used for the data analysis. Four episodes from the second conversation session were transcribed using Jefferson notations and analysed using Clayman and Gill conversation analysis levels to ascertain how teachers learn in professional conversations while content analysis was used to analyse the written learning thoughts of the teachers to determine what teachers learn about VD after the conversations. Findings from both analyses show that teachers through conversational actions; participatory approach; individual and group responses; repairing/assisting; non-vocal action and practice of sharing ideas learnt that: VD is a reliable disciplining strategy; VD is effective in changing learners’ behaviour and instilling order in the classroom, but depends on application; Emotions should be avoided when disciplining learners, as effective VD should be practised with love, reasoning and respect; VD is a corrective way of changing learners’ behaviour against punitive measure; the background of a learner should be understood before application of any form of discipline and that VD is a form of discipline strategy in school. Based on the findings, the following recommendations were made to improve classroom discipline and teacher learning: Teachers should embrace professional conversation in schools to discuss, reflect and share classroom experiences with colleagues for learning; conversational actions, approaches, strategies and practice discovered in this study should be taken up by teachers to encourage own/professional learning; teachers should avoid emotions when disciplining learners as the finding indicated that their approaches most times affect learners; teachers should have background knowledge of their learners before the application of any form of discipline, as the finding showed that most behavioural problems originate from home and practices at home also differ from school methods; Department of Education should involve research experts in teacher/professional learning in school workshops to present their findings and recommendations to further enrich teacher learning. Department of Education should reproduce the policy document (Alternatives to Corporal Punishment) into handbook and distribute to teachers as the finding indicated that most teachers lack content knowledge of the policy.
- Full Text:
Attitudes of high school learners towards school discipline
- Authors: Sibiya, Doreen
- Date: 2008-10-21T06:49:55Z
- Subjects: School discipline , High school students' attitudes , Classroom management
- Type: Thesis
- Identifier: uj:12880 , http://hdl.handle.net/10210/1276
- Description: M.A. , none , Dr. W. Roestenburg
- Full Text:
- Authors: Sibiya, Doreen
- Date: 2008-10-21T06:49:55Z
- Subjects: School discipline , High school students' attitudes , Classroom management
- Type: Thesis
- Identifier: uj:12880 , http://hdl.handle.net/10210/1276
- Description: M.A. , none , Dr. W. Roestenburg
- Full Text:
Teacher learning about restorative justice in conversations with peers
- Authors: Sobayeni, Athanasius Pule
- Date: 2019
- Subjects: Restorative justice , School violence - Prevention , Teachers - In-service training , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291887 , uj:31710
- Description: Abstract: This study places its focus on teacher learning about restorative justice in conversations with peers. It is through a qualitative approach, interpretivist and ethnomethodological research design that I believe I would gain insight into the views of teachers on their learning on restorative justice as peers during their conversations. I also aimed to describe their conversational patterns emanating from within their conversation, meaning, how their conversation is organised and structured while using conversation analysis as an approach. The participants responded to the question, via a discussion, what their learnings were about restorative justice as peers while implementing in school? The conversation was video recorded, later transcribed verbatim, coded and verified through discussion with the researcher, peers and supervisor. Data was analyzed by means of both content and conversation analysis. Findings from the content of the conversations reveal that senior learners benefit more from restorative justice that the junior learners. The junior learners see restorative justice more as something they can “get away” with because there are no consequences that they expect from the process of restorative justice. They would expect punitive consequences such as detention and or more homework as punishment. The findings further shoed that the conversations emanating from the restorative justice processes are of immense value for both the implementing teachers and the learners involved in conflictual situations. The study also identified conversational findings that highlighted the importance of the informal nature of the conversational activity which was natural. Additionally, the findings also brought forth the nature of the casual conversation influenced the pattern of the turn taking sequences as they were self-selected by the participants and this allowed freedom in the conversation. This free atmosphere resulted in participants building on each other’s comments and extending conversational sequences by latching onto the previous comments... , M.Ed. (Psychology of Learning)
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- Authors: Sobayeni, Athanasius Pule
- Date: 2019
- Subjects: Restorative justice , School violence - Prevention , Teachers - In-service training , School discipline
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/291887 , uj:31710
- Description: Abstract: This study places its focus on teacher learning about restorative justice in conversations with peers. It is through a qualitative approach, interpretivist and ethnomethodological research design that I believe I would gain insight into the views of teachers on their learning on restorative justice as peers during their conversations. I also aimed to describe their conversational patterns emanating from within their conversation, meaning, how their conversation is organised and structured while using conversation analysis as an approach. The participants responded to the question, via a discussion, what their learnings were about restorative justice as peers while implementing in school? The conversation was video recorded, later transcribed verbatim, coded and verified through discussion with the researcher, peers and supervisor. Data was analyzed by means of both content and conversation analysis. Findings from the content of the conversations reveal that senior learners benefit more from restorative justice that the junior learners. The junior learners see restorative justice more as something they can “get away” with because there are no consequences that they expect from the process of restorative justice. They would expect punitive consequences such as detention and or more homework as punishment. The findings further shoed that the conversations emanating from the restorative justice processes are of immense value for both the implementing teachers and the learners involved in conflictual situations. The study also identified conversational findings that highlighted the importance of the informal nature of the conversational activity which was natural. Additionally, the findings also brought forth the nature of the casual conversation influenced the pattern of the turn taking sequences as they were self-selected by the participants and this allowed freedom in the conversation. This free atmosphere resulted in participants building on each other’s comments and extending conversational sequences by latching onto the previous comments... , M.Ed. (Psychology of Learning)
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The role and responsibility of the school principal in managing school discipline
- Authors: Van As, H.
- Date: 2016
- Subjects: School discipline , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214696 , uj:21313
- Description: Abstract: Learner discipline is the most talked-about issue at any school. Principals and teachers feel that the decline in learner discipline is reaching dangerous levels and that something needs to be done fast. The decline in school discipline is not unique to South Africa but principals and teachers across the world have their hands full when dealing with school discipline. Public schools are all required to set up discipline policies that will be implemented through the rules and regulations of the school but most importantly through the Code of Conduct for Learners. The code of conduct set up by the school principal, together with the SGB (school governing body), is required by law. The South African government together with the Department of Education (DoE) through legislation, such as the South African Schools Act (SASA), Act 84 of 1996 section 8 determines that the governing body of a public school must draft a code of conduct to establish a disciplined and purposeful school environment. Although the discipline policies containing the code of conduct are set as required by the SASA, schools still experience a decline in learner discipline. This motivated the researcher to explore the role and responsibility of the school principal in school discipline. Principals on the West Rand of Gauteng were interviewed to explore their perceptions regarding their responsibility pertaining to discipline and the management thereof. The aim of this research is to provide principals with recommendations on how to manage discipline more effectively. A qualitative research method was used to conduct the research using a semi-structured interview schedule to get an in-depth understanding of principals and their role in managing school discipline. The study revealed that schools need to get parents more actively involved in school activities. Schools need to set up discipline policies to serve the school and the community but also need to ensure that parents and new teachers are trained on how to deal with the modern child and learner discipline. , M.Ed. (Educational Management)
- Full Text:
- Authors: Van As, H.
- Date: 2016
- Subjects: School discipline , School principals
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214696 , uj:21313
- Description: Abstract: Learner discipline is the most talked-about issue at any school. Principals and teachers feel that the decline in learner discipline is reaching dangerous levels and that something needs to be done fast. The decline in school discipline is not unique to South Africa but principals and teachers across the world have their hands full when dealing with school discipline. Public schools are all required to set up discipline policies that will be implemented through the rules and regulations of the school but most importantly through the Code of Conduct for Learners. The code of conduct set up by the school principal, together with the SGB (school governing body), is required by law. The South African government together with the Department of Education (DoE) through legislation, such as the South African Schools Act (SASA), Act 84 of 1996 section 8 determines that the governing body of a public school must draft a code of conduct to establish a disciplined and purposeful school environment. Although the discipline policies containing the code of conduct are set as required by the SASA, schools still experience a decline in learner discipline. This motivated the researcher to explore the role and responsibility of the school principal in school discipline. Principals on the West Rand of Gauteng were interviewed to explore their perceptions regarding their responsibility pertaining to discipline and the management thereof. The aim of this research is to provide principals with recommendations on how to manage discipline more effectively. A qualitative research method was used to conduct the research using a semi-structured interview schedule to get an in-depth understanding of principals and their role in managing school discipline. The study revealed that schools need to get parents more actively involved in school activities. Schools need to set up discipline policies to serve the school and the community but also need to ensure that parents and new teachers are trained on how to deal with the modern child and learner discipline. , M.Ed. (Educational Management)
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