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1
Adams, Anthony PC. "An investigation into learner discipline at Silverlea Primary school." Thesis, Cape Technikon, 2004. http://hdl.handle.net/20.500.11838/1654.
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Thesis (MTech (Public Management))--Cape Peninsula University of Technology, 2004.Corporal punishment was abolished in schools in June 1995 (Benson:1995). The suspension was sudden, and the Education Department provided very Little guidance with regard to alternative means of maintaining discipline. Teachers, who for years had the option of resorting to corporal punishment as a final means of instilling and maintaining leaner discipline, now had very little to fall back on to. An upsurge in disciplinary problems seemed to follow the suspension, and many schools struggled to maintain effective learner discipline. As with many other schools, Silverlea Primary School battled to come to grips with learner discipline in the post-corporal punishment era. Educators had little or no training in alternative methods of maintaining discipline, but still had to deal with the same, or worsening, levels of learner discipline. It is because of this perceived erosion of learner discipline that this study was undertaken. It is grounded in the belief that a positive, disciplined ~environment is essential for effective teaching and learning to happen consistently, and moves from the premise that the system of discipline and, to a large extent its effectiveness, is the creation of the staff of that school. This system, though, should operate within a supportive framework of the Department of Education. Discipline impacts strongly on the quality of education offered and received. It also affects the ability of educators to maintain consistently high standards. Although the environment from which the learners come affect their behaviour and discipline, the management of this discipline at school is dependent on the management skills and systems present at the school. Four concepts - effective discipline, curriculum, management styles, and the abolition of corporal punishment - are identified as being central to the study of discipline. They affect the running of the school, and thus the discipline adhered to at the school. This discipline in turn impacts on the educators who have to constantly be dealing with disciplinary problems rather than teaching. A descriptive research method was used
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Strauss, Bradley Stead. "School discipline and collaboration rule-making : pupil perception." Thesis, Cape Peninsula University of Technology, 2006. http://hdl.handle.net/20.500.11838/1926.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006Teachers often complain of a lack of discipline in the school environment. In addition, these breakdowns in discipline become, on occasion, media headlines when violence, bullying, vandalism and intimidation flare up into major incidents. This, coupled with the desire of the national Department of Education (DOE) to encourage teachers to use more co-operative disciplinary methods, has led to this investigation. This dissertation explores the perceptions of senior secondary pupils around school discipline, with a particular focus on collaborative rule-making. Pupil perceptions were ascertained through a structured interview process. A framework of understanding was established by examining the pupils' interpretation of the meaning of discipline; the state of discipline in their school and recommendations to address problem areas; authority; corporal punishment; power and prefectship; power and non-prefect matrics; prefect versus nonprefect views on discipline; the prefect system; the fairness of school rules; and pupil input into school rules. The understanding gleaned from the pupils' perceptions of these notions established a solid base from which an investigation into collaborative rule-making was launched. Thereafter, the notion of collaborative rule-making, the viability of collaborative rule-making, the advantages and disadvantages of collaborative rule-making and the implementation of collaborative rule-making were examined. The pupils came out strongly in support of collaborative rule-making and were keen to have an input into the school's disciplinary structures. The potential advantages far outweighed any possible disadvantages. These findings support both Bernstein's (1996) principle of pupil participation and the premise of pupil input into Codes of Conduct as detailed by the South African Schools Act (No. 84 of 1996).
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Paton-Ash, Margaret Sanderson. "Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003543.
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Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
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Tungata, Mfuneko. "Maintaining discipline in schools in the post-corporal punishment era." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/624.
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The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.
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Msila, Vuyisile. "The effectiveness of school management: conflict management skills as a missing link in selected schools in Gauteng." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018647.
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Growing research in educational leadership and management shows that there are many factors that have an impact on the running of effective schools. Many people are now aware of the importance of the school management‟s role in guiding successful schools. This quantitative study was conducted in Gauteng where 100 school managers responded to a questionnaire which probed them about their conflict management and competence skills. The participants responded to a 40 item Likert scale instrument. Each of the items had five alternatives to choose from. The results demonstrate that many teachers were never trained in conflict management skills and that they also find it hard to resolve disputes in their schools. Furthermore, a majority of the participants attributed the dysfunctionality and lack of teacher commitment to the pervading unresolved conflicts in their schools. There was also consensus that intractable conflict adversely affects the culture of learning and teaching in schools. Among the recommendations highlighted at the end are to ensure that prospective school managers are empowered with conflict management skills before assuming their positions.
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Hawkins, Alan Hilton. "How effective are school governing bodies regarding maintaining discipline in schools situated in poor socio-economic areas?" Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/972.
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Poor discipline in public schools has become a major concern following the abolishment of corporal punishment by the National Department of Education. The educators in schools were left with no constructive alternatives to maintain discipline by the educational authorities and had to find and implement alternative disciplinary measures. Ill-disciplined learners capitalised on the situation, resulting in the deterioration of discipline in public schools. The aim of this research is to identify how effective SGBs are regarding the maintenance of discipline in schools situated in poor socio-economic areas. For this purpose, a qualitative study was conducted in four secondary schools in the Northern Areas of Port Elizabeth in the Eastern Cape. Different data-collection techniques, in the form of questionnaires, focus group interviews, observations and documentary analysis, were used to obtain the necessary data. Learners, educators and parent members of School Governing Bodies (SGBs) were used as participants for the study. The findings of the study indicated that parent SGB members lacks relevant and ongoing training and development for the task of executing their roles as disciplinarian bodies at their respective schools. The fact that these are lacking have contributed to the general deterioration of school discipline in the selected schools. The study concludes with suggestions on strategies that SGBs can implement to improve their capacity in improving and maintaining discipline. Such improved capacity will create an environment that is conducive for teaching and learning, especially in schools situated in impoverished areas.
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Freislich, Maria Francina. "'n Eenvormige dissiplinestelsel vir skole in die Bitou 10-streek." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1236.
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Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.
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Mangena, Lethamaga Thames. "The protection of human rights : an analysis of approaches to school discipline." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53151.
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Thesis (MPhil)--Stellenbosch University, 2002.ENGLISH ABSTRACT: This is an in-depth investigation of human rights in education as reflected in school discipline in the Northern Province. In this research, three different schools were selected as the settings for my study. This selection of the setting was influenced by the diversity of the schools such as: -the community school, -the township school and the urban school. The three schools are not the representative of the schools in the Northern Province, but they illustrate or reveal if there were patterns in terms of the data collected. The methods used for collecting data are the following: Observation, Interview and Documents. A period of time was spent at the three settings for the purpose of observing the real school environment, interviewing the research participants (principal, educators, learners/LRC and the parentcomponent of the SGB) and to consult documents especially policies of the school. The departmental policies were also consulted. The results of the study indicate that most stakeholders (especially in rural and township schools) are not yet conversant with human rights in education. Educators and parents regard some human rights provisions in education as erosion of their 'status' in education.
AFRIKAANSE OPSOMMING: Hierdie studie is 'n diepgaande ondersoek van menseregte in die onderwys soos dit in dissipline in the Noordelike Provinisie se skole weerspieel word. In hierdie navorsing is drie skole gekies om as die milieu vir die studie te dien. Die keuse van hierdie skole is ingelig deur die verskille wat tussen hulle bestaan soos die gemeenskap skool, die woonbuurt skool en die stedelike skool. Die drie skole is nie noodwendig verteenwoordigend vandie skole in die Noordelike Provinsie nie, maar hulle illustreer of bewys indien daar 'n model bestaan in gevolge van die data wat versamel is. Die volgende metodes is toegepas om data in te samel: waarneming, onderhoud en die bestudering van dokumente. Om die egte skool milieu waar te neem, is sekere tyd by elkeen gespandeer. Onderhoude is met die deelnemers in die navorsing gevoer, t.w., skoolhoofde, onderwysers, leerlinge, leerlingverteenwoordigers en die ouers wat deel van die skoolraad is. Dokumente soos die skoolbeleid en relevante departementele beleidsdokumente is ook bestudeer. Die resultate van die navorsing dui aan dat die meeste belanghebbendes (veral die platteland - en woorbuurtskole) is nog nie bekend met mense regte in die onderwysers nie. Onderwysers en ouers beskou sekere mense regte voorsienings in the onderwys as wegvreting van hul 'status'.
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Mamugudubi, Khathutshelo Stephen. "Learning and the use of smart phone devices : an experimental case study in a Gauteng secondary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86559.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this project was to investigate the prospects to advance and fast-track formal learning with the aid of smart phone technology, as learning should be reinforced through varied, pliable assets for engagement. The project’s introduction clarifies more on this. Chapter two focuses on literature review. Previous studies which are related to the topic were consulted to acquaint the researcher with thoughts and sentiments relating to the use of smart mobile devices in advancing learning. Chapter three covers comprehension centred learning. It pays special attention to the theories of Barret and Bloom which are used as the framework for the experiment reported on in the next chapters. Chapter four provides methodological background to the experiment. It describes the case study, curriculum correlation with smart phone functions, the organisation and analysis of the data, ethical issues in qualitative interviewing, and limitations of the empirical study. Chapter five focuses on the experiment that was carried out to investigate the usefulness of smartphones to support and enhance formal comprehension strategies. Sub-types from Barrett’s five learning types and Bloom’s cognitive dimensions of learning provide the interpretive framework. Chapter six discusses the findings of the experiment based on written and oral responses by participants after conclusion of the experiment, as well as teacher observations. Finally, Chapter seven presents the conclusion and implications.
AFRIKAANSE OPSOMMING: Die doel van hierdie projek was om die moontlikhede te ondersoek om formele leer aan te help en te bespoedig deur gebruikmaking van “smart phones.” Die aanname was dat dit ‘n groter verskeidenheid en buisaamheid van leerervarings behels. Die inleidende hoofstuk brei hierop uit. Hoofstuk 2 dek relevant literatuur oor studies met betrekking tot die gebruik van “smart” mobiele apparate Hoofstuk 3 handel oor begripsgesentreerde leer. Dit gee besondere aandag aan die teorieë van Barret en Bloom wat die raamwerk daarstel vir die ekspriment wat in die volgende hoofstukke beskryf word. Hoofstuk 4 bied die metodologiese agtergrond vir die eksperiment. Dit beskryf die gevallestudie, kurrikulum korrelasie met “smart phone” funksies, die organisasie en analise van die data, etiese aspekte van onderhoudvoering, en die beperkinge van die empiriese studie. Hoofstuk 5 fokus op die eksperiment wat uitgevoer is om die bruikbaarheid van “smartphones” te ondersoek met betrekking tot steun en bevordering van formele begripsgesentreerde leer. Sub-tipes van Barret se vyf leertipes, en Bloom se kognitiewe dimensies van leer bied die interpretatiewe raamwek. Hoofstuk 6 bespreek die resultate van die eksperiment na aanleiding van geskrewe en mondelinge terugvoer deur die deelnemers na afloop van die eksperiment, asook observasie deur die onderwyser. Hoofstuk 7 bespreek enkele implikasies en gevolgtrekkings van die studie.
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Ncube, Thembinkosi. "Relations of family and school attachment to forms of learner violence in secondary school communities in Amathole education district, Eastern Cape." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/504.
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Adolescents in the schools in South Africa have been victims of many social problems such as violence and crime as a result of background influence. They have been both victims and perpetrators of this violence. Problems of attachment to both school and home have always been blamed for the adolescents’ deviance. South African schools are affected by this verbal and physical violence which presumably emanates from learners poor connections with school and home. The background of societies such as economic deprivation has also been presumed to have an impact on the way adolescents conduct themselves in schools. There is no research that has verified the correlation between violence and attachment to bases of attachment - home and school in South Africa, especially in the Eastern Cape Province. A survey was conducted in more than ten schools in the Amathole District where 317 learners’ opinions on their observation of cases of verbal and physical violence in their schools, and on their attachment to both home and school were collected through a 40 item questionnaire. The questionnaire had five sections (a) to (e). The first section (a) required learners to enter their biographical information; gender, age, grade, and quintile classification. The second section (b) required learners to rate their attachment to their homes and to their care givers. The third section (c) required learners to rate their connectedness to their schools. The fourth section (d) required learners to supply information on their observation and involvement in verbal violence. The final section (e) with items adopted from section (d) and customised required learners to rate their observation and involvement in physical violence. Descriptive statistics were used to glean frequencies and the overall levels of attachment and violence amongst learners. The study also looked at significant differences in attachment (both family and school) and violence (both verbal and physical) using gender and socio-economic profiles of the learners and schools (quintile system) as sorting or categorising variables. One major finding which is contrary to most theory and may be as a result of social dynamics is that statistics suggested that gender and socio-economic variables had little bearing on violence and attachment. Through the use of SPSS, the Spearman’s rho correlation coefficients were calculated to answer the sub-questions on the relationship between family and school attachment, and school violence (both verbal and physical). There were notable negative and positive correlations between school attachment and verbal violence; for example there was a positive correlation between teachers making learners hate school and learner-involvement in swearing. There was also a negative correlation between school buildings making learners proud and schools and homes being to blame for the frequency of verbal violence in the schools. There were also notable correlations between attachment to family and verbal violence such as the correlation between the frustration by parents’ lack of concern and learners’ involvement in verbal violence without any clear reason. With regard to physical violence there was a negative correlation between parents having time to discuss life with their children and the frequency of physical violence in the schools. There was however a negative correlation between one’s pride in one’s school and the blame on schools for instigating school violence. From these correlations implications for school violence prevention could be drawn. The study reveals that a lot needs to be done by the schools, parents, the government, and the community to enhance learner attachment to both school and home. However, for all the stake holders to succeed government must take the leading role in speeding up the process of reducing poverty in the communities. This is premised on the fact that some findings reveal that frequency of violence increases in an environment of frustration and anger. Schools as care-givers can also introduce many interventions such as counselling workshops to equip teachers with professional crisis management. The research may encourage the Department of Education and schools to adopt violence prevention programs implemented in countries (like United States of America’s Olweus bullying and violence prevention program) for use in bringing communities together to work against school violence. These findings might strengthen the South African Department of Education’s Safe Schools Programs.
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Luggya, Daniel. "A case study of stakeholders' perceptions of the management implications of the discipline provisions of the 1996 Schools Act in a rural Eastern Cape high school." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1006156.
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South Africa's education management system has undergone a long history of transformation from the promulgation of the Bantu Education Act of 1953 to the realisation of democracy, and in this context, the South Mrican Schools Act (SASA) of l996. Apartheid legislation and the new democratic legislation have had a profound impact on the education leadership and management of schools, in which authoritarian management practices have been replaced by democratic management practices. However, democratic management practices have not yet had a significant effect in the leadership and management of schools, especially in the schools of previously disadvantaged areas. This thesis seeks to examine perceptions held by education stakeholders in the light of the rights of students as stipulated in the discipline provisions of the Schools Act of 1996, in one of the rural high schools in the Northern Region of the Eastern Cape Province. One of the most important discipline provisions is the ban on corporal punishment in schools. My intention in carrying out this research was not to generalise my findings but to understand the experiences and perceptions of the stakeholders in this school regarding the discipline provisions of the SASA. The data suggest that authoritarian education practices, especially corporal punishment, are still a factor in the maintenance of student discipline in this rural school. Stakeholders still believe in the use of corporal punishment as the only way of maintaining discipline and an orderly environment for teaching and learning. Such beliefs, assumptions and values concerning the use of corporal punishment are held by the principal, teachers, students and parents and have not changed since 1996. Beliefs, assumptions and values on the exclusive use of power by the principal on issues of suspension and expulsion are still being held by the above stakeholders in the school. The vision of the SASA that schools become autonomous institutions with democratic leadership and management practices does not seem to be practical because of the centralisation of power in the hands of the Provincial Head of the Education Department. This centralisation of power denies the principal and other stakeholders of the school the power to decide on crucial matters like the expulsion of misbehaving students, because it is the provincial Head who decides on the seriousness of offences committed by misbehaving students and subsequent expulsions. Apart from the location of power in the Provincial Head of the Education Department, the stakeholders of this school are also powerless on expulsion of students, or any other form of punishment because of the implication of the "right" to education in the Bill of Rights in the Constitution of the Republic of South Africa. The education department has to devise programmes that change the beliefs and assumptions of stakeholders on corporal punishment and decision-making on expulsions and suspensions. Unfortunately corporal punishment persists because parents use it in the home and support its use in school. Programmes on alternatives to corporal punishment are required for the smooth implementation of the SASA.
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Mkhomi, Moses Sipho. "The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2304.
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School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.
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September, Willie Jeffrie. "Die verbetering van dissipline as 'n sleutelbestuurstaak in 'n skool." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/679.
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Die doel van hierdie studie is om die dissiplinêre probleme in skole soos dit in die Oudtshoorn-omgewing voorkom, te identifiseer en aan te spreek. Dit word gedoen deur te let op: • die skoolklimaat wat by 'n skool heers en die uitwerking van die skoolklimaat op die dissipline van`n skool. • die dissiplinêre probleme wat met skooldissipline in skole ervaar word. • die oorsake van skooldissipline en in watter mate die omgewing waarin die skool geleë is 'n invloed op skooldissipline het en • om oplossings vir dissiplinêre probleme soos vasgestel aan die hand te doen. Die studie poog om deur kwalitatiewe navorsingsmetodes vas te stel hoe prinsipale, opvoeders en leerders die huidige dissiplinêre situasie in skole ervaar. Dit poog dus om eerstehandse kennis te verkry van hul denke, gevoelens en gedagtes en hoe hierdie fenomeen hulle beïnvloed. Die studie kyk ook in watter mate skoolklimaat op die breë spektrum van skooldissipline 'n invloed het, en hoe die verbetering van skooldissipline `n sleutelbestuurstaak in 'n skool is. Die belangrikste bevindinge van die studie is dat daar samewerking tussen opvoeders en ouers moet wees om negatiewe leerdergedrag aan te spreek. Die studie dui ook aan dat kommunikasie tussen alle rolspelers van uiterse belang is om die dissiplinêre probleme binne skole aan bande te lê. Skoolleierskap moet hulle ook vergewis van die jongste metodes om dissiplinêre probleme aan te spreek. 'n Positiewe skoolklimaat of kultuur is ondersteunend om skooldissipline te verbeter.
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Carstens, Carin. "Youth culture and discipline at a school in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80048.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
Internationally, contemporary youth struggle to make sense or meaning of their lives. That is so because they live in a world where they daily witness unsolvable problems of struggling economies, poverty, HIV, and religious and national conflict, and where they are generally treated with ambivalence and a threat to the existing social order. Youth also struggle because within the public imagination they exist on the fringe of society. Giroux (2012: 2) argues that youth are given few spaces where “they can recognise themselves outside of the needs, values, and desires preferred by the marketplace” and are mostly subjected to punitive and zero tolerance approaches when they behave in unacceptable ways. In South Africa presently, it is generally claimed that “discipline problems” amongst youth have become the most endemic problem in South African schools, with policy makers and educators daily complaining about the disciplinary problems within schools that affect how learners engage with learning. Equally, discipline as punitive coercion has been shown to be an unsuccessful educational method in dealing with youth (Porteus & Vally 1999). With the above schooling challenge in mind, this qualitative study explored the views of thirteen young learners at Avondale High School in the Western Cape on school discipline. Via semi-structured interviews, the youth were asked about their understandings of the rules, disciplinary structures, forms of authority and order at the school, how they interpreted the role of discipline, and how they thought this would influence the futures awaiting them. The goal of the study was to provide a multi-dimensional view of what youth regarded as discipline at one school, and to explore whether different learners adopted different meanings of ‘discipline’ according to the context of their individual lives. I show in the study - utilising the views of Emile Durkheim, Michel Foucault and Pierre Bourdieu - that school discipline needs to be thought of as more than punishment or structures of ordering per se if it is to play a productive role in the functioning of schools. Along with Yang (2009: 49) I suggest that only when schools recognise that discipline has multiple meanings and (limited) roles within their daily functioning, will the emancipatory and transformative possibilities of school discipline be unlocked. For that to happen, the voices and views of youth in schools have to be taken account of, and meaningful relationships developed between learners, educators, and school management.
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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Swartz, Jan. "Uitdagings tot skooldissipline, die rol van waardes en karakteropvoeding by sekere hoërskole in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021081.
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This study is aimed at determining the challenges relevant to discipline in schools, the causes for these challenges, the role of values in connection with discipline and the intervention methods and strategies that could solve these challenges. Communities, societies, governmental and non-governmental organizations all over the world are value-driven. The challenges in relation to discipline that currently exist in schools, could be seen as coming from societies. There are general attacks on “common sense” and “common values”. It seems that low academic achievements can be linked to moral degeneration and the only solution is moral education. In the light thereof, discipline has to do with order and behavior that is acceptable. We have therefore tried to establish what the challenges in relation to high schools are, and whether the values that have been taught and modeled contribute towards the quality of being disciplined and how the challenges to discipline are being addressed. Character education is highly rated because it helps with prevention of discipline problems and contributes towards a positive environment that promotes a positive attitude. Many teachers in South-Africa experience challenges to discipline in the classroom environment brought about by many factors. Despite the challenges there is little support from the relevant governmental departments. After the abolishment of corporal punishment which used to work as the most effective method, no alternatives were provided. Educators have to lean on their own reactive methods to manage attitude problems in class. It also seems that educators are not trained by the Department of Education to implement the newer discipline strategies. Teachers apply discipline based on their own personal teaching philosophies that seems right and acceptable to them. The study tries to establish which intervention strategies could best address the challenges in schools. The study follows a mixed (qualitative and quantitative) approach which uses an embedded design. The embedded design consists of a primary method that leads the research project. In this instance the primary method is qualitative while the secondary data are quantitative which plays a supporting role. The secondary methods which are quantitative are not prioritized but it is embedded. The datacollecting instruments which have been used for this study are questionnaires, focus group and personal interviews, The primary goal of this study is to determine what the main challenges are in South Africa that result in discipline are being challenged, being threatened and pressurised. To achieve the main goal it is necessary that the researcher determines through literature study how the term “discipline” has been historically understood, interpreted and managed, as there was a shift in emphasis on how the term “discipline” was understood 30 years ago compared to today. The researcher has done a complete literature study to determine what current, relevant literature sees as current challenges in relation to discipline and what has been done to solve it. The researcher gathers information through data-collecting to determine which challenges currently exist at schools. Research has been done on current solutions and intervention methods to determine if there are intervention methods that can deal with these challenges more effectively. The study also tried to research new intervention methods. The empirical study and also the literature study acknowledge that challenges according to discipline exists, that there are a link between discipline and values, that the teaching of values positively influences school communities and that intervention methods and techniques that exists are not effective
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Smit, Marie Elizabeth. "The role of school discipline in combating violence in schools in the East London region." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/224.
Full textAbstract:
This study focuses on the role of discipline in the establishment and maintenance of a safe school environment for learners and educators. In a mainly qualitative investigation, empirical data from four primary schools and five high schools in the East London Region of the Eastern Cape Province were collected by means of individual interviews and questionnaires. Historico-legal research also formed part of the literature review, thus law reports and articles from South Africa and other countries were included as part of the research process. This was done to shed light on the legal consequences of school violence and discipline, affecting the safe learning environment of learners. Perceptions of educators and learners in the selected schools regarding discipline and violence at their schools were collected by means of a survey. Three hundred and thirty questionnaires were completed by learners from the selected schools, and nine interviews were conducted with either the principal or a member of the senior management team of each school. The researcher also conducted further in-depth interviews with twenty learners from four schools (two primary and two high schools). These data were analysed in accordance with accepted procedures for qualitative data processing. The data revealed that a culture of violence exists in these schools, and that corporal punishment is still practised. Learners’ perceptions on safety and discipline at their schools revealed that bullying persists, especially when there is no teacher supervision. Participating educators’ experiences suggested the need for promoting positive discipline, and creating a safe learning environment for all, by involving parents in the education process and involving them in drawing up a code of conduct for the school.
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Cohen, Sheryl. "Teachers' and pupils' attitudes and practices regarding the abolishment of corporal punishment in schools in the Gauteng area." Thesis, 1996. http://hdl.handle.net/10539/22852.
Full textAbstract:
A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Master of Education degree.Educationalists throughout the ages have supported the belief that corporal punishment creates harmful effects and should be avoided at all costs. Furthermore, corporal punishment has been found to be neither effective nor permanent in stopping undesirable behaviour in the classroom. Despite the evidence however, South Africa frequently used corporal punishment for the sake of discipline, social control and even 'moral education'. In the not too distant past, it was sanctioned by law, by parents and by teachers (Rice, 1987). However, in 1994 judicial corporal punishment was outlawed and corporal punishment at schools became unconstitutional (clause 3(n) of the National Education Policy Bill, 1995; clause 22 of the Gauteng Schools Education Bill). While policy and legislatlon must play their role, this is not enough to bring about a change in the practices and perceptions of teacher's at the grass roots. An understanding of its harmful effects, and recognition of alternatives is necessary in order to bring about its complete abolishment. This study investigates teachers' and pupils attitudes to corporal punishment as well as what discipline strategies are being used and are considered effective. A sample of teachers and pupils were randomly selected from private, oommunity and public high school types. A total of 602 subjects participated in this study (240 teachers and 362 pupils). Responses to an anonymous questionnaire were tabulated and analysed. Findings demonstrated that teachers are ambivalent towards corporal, punishment, while pupils are clearly anti-corporal punishment; and support its abolishment. Teachers do report Key Words: corporal punishment , classroom discipline. alternative discipline strategies used in the classroom.
AC2017
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De, Atouguia Desiree Anne. "Adolescents' perspectives of discipline problems at a secondary school in Gauteng." Diss., 2014. http://hdl.handle.net/10500/14493.
Full textAbstract:
Problem behaviours amongst adolescent learners continue to affect the goals of effective education. The current study sought to investigate adolescents’ perspectives of discipline problems at a secondary school in Gauteng.
A mixed method research design was followed during which questionnaires, focus groups and interviews directed the empirical investigation. The findings revealed two areas for addressing and improving the discipline problems of the secondary school, namely improving extrinsic factors and improving the current discipline system.
Based on the findings, it was suggested that the school encourage greater parent involvement and improve parent-teacher communication. Creating a positive school identity and developing teachers further was proposed.
An improved discipline system based on a positive learning approach was recommended. This included clarifying the discipline system to all role players, standardising discipline procedures throughout the school and improving follow up procedures regarding learner discipline.Psychology of Education
M. Ed. (Guidance and Counselling)
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Magabe, Raymond Peace. "The management of classroom discipline by educators and HODs of Gauteng East primary schools." Thesis, 2020. http://hdl.handle.net/10500/27294.
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Abstract in English, Afrikaans and SesothoClassroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward.
Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is.
Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng.
Educational Management and Leadership
D. Ed. (Education Management)
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Lekalakala, Madikela Titus. "School Management Teams’ strategies in managing school violence in Tshwane West District, Gauteng." Thesis, 2019. http://hdl.handle.net/10500/26916.
Full textAbstract:
This study aims to determine how School Management Teams (SMTs) are managing the issue of violence in their schools. Specifically, it sought to understand the different management strategies being used and whether SMTs have experienced challenges in implementing these strategies. Methodologically, the study sampled School Management Teams and teachers who are in schools of the Tshwane West Area using a non-probability sampling technique to collect information regarding the issue of violence management in schools using structured interviews. The interviews delved deeply into the psychological effects of violence, its prevention and some legal implications of managing violence in schools. Using thematic analysis, data collected was analysed and interpreted within the theoretical lenses of school violence. The study reached a number of conclusions and made several recommendations. In summary, violence in school requires urgent attention, SMTs and teachers are still struggling to curb an increasing number of sexual assaults and deaths as a result of violent activities in their schools. These challenges are mainly due to the problem of policy on school safety and its implementation within the management structure of schools.Educational Management and Leadership
Ph. D. (Educational Management)
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Sebola, Alpheus Motlalepula. "The task and role of the school management team in the control and management of bullying in schools in the Tshwane West District of the Gauteng Province." Diss., 2015. http://hdl.handle.net/10500/18985.
Full textAbstract:
The purpose of this study was to explore the experiences and practices of School Management Teams (SMTs) in the control and management of school bullying in the Tshwane West District of the Gauteng Province. This study came out of a global concern about the security and safety of learners in schools. While there is substantial international and national literature on violence in schools, South Africa continues to experience high levels of violence in schools more than ever before and this in the Tshwane West District is no exception.
In this study, a mixed method approach was undertaken to explore the experiences and practices of SMTs in the controlling and managing of bullying in the Tshwane West District. The questionnaires and focus group interviews were used as research tools for data gathering to unpack the experiences of the SMTs.Educational Management and Leadership
M. Ed. (Education Management)
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Ntshangase, Margaret Priscilla. "A study of juvenile delinquency amongst adolescents in secondary schools in Gauteng." Diss., 2015. http://hdl.handle.net/10500/20230.
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Juvenile delinquency amongst school-going adolescents is a growing concern in South Africa. Initiatives by policy-makers, educationists and school authorities, amongst others, have not yielded the desired changes in learner behaviour. This dissertation focuses on adolescent delinquency amongst learners in Gauteng secondary schools, with the precise aim of making recommendations to address the problem.
An extensive literature review was conducted. An interpretive-constructivist paradigm with a mainly qualitative design was followed. A questionnaire and focus group interviews were administered to teachers. The findings confirmed the researcher’s view that juvenile delinquency in schools is escalating and warrants attention and intervention from all stakeholders.
The main conclusion drawn from this research was that current policies and interventions on learner behaviour had no impact because policy-makers lacked the necessary will to ensure that interventions were implemented, reviewed and monitored.
This study argues for a multi-pronged approach to address the problem. The Gauteng Department of Education (GDE) should review its policies and approach to the problem, and support teachers to ensure that teaching and learning remain the main priority of schooling. Future research could explore the role of social ills in the South African context on the development of learners’ antisocial behaviour.Educational Foundations
M. Ed. (Socio-Education)
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Donga, Martha Mazwe. "The causes and consequences of indiscipline in public and independent secondary schools : a comparison." Thesis, 2012. http://hdl.handle.net/10210/7242.
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M.Ed. (Educational Management)Driving around Soweto during a normal school day is perplexing. This situation does not worry a certain sector of people only, but it worries everybody from the State President to the ordinary person in the street. As late as 09h00 one finds secondary school learners walking slowly to their schools. One asks oneself when these learners will reach school, because school has already started. These learners miss morning periods frequently and they hardly care. While one is still perturbed about this state of affairs, one encounters: between 10h00 and 11h00, learners who are already on their way home in full school uniform. School is out for them. Inside some of these schools, the problem is worse. One finds teachers discussing their own problems in the staff rooms or basking in the sun instead of being in their classrooms doing their work. Meantime the learners who happen to be in school start making noise, fighting and even threatening some of the teachers and principals who try to discipline them. Some of these teachers become victims of violence. Often homework is not done, and absenteeism is rife. Parents in their turn feel disempowei-ed. They can't call their children to order because some of these children have become aggressive to both the teachers and their parents. Some of them will retort that they also have rights. They have a right to do as they please. At the end of the year everybody gets worried when it is found that some of the schools in Soweto have produced as low as 4% Grade 12 pass rate. This is a pathetic situation. Such children get involved in crime and render the country unsafe. It is clear that most schools in Soweto have many problems. There are, therefore, definite areas of concern which need to be explored, solutions to be found and implemented without delay by all stakeholders in order to assist a black learner and his/her teachers to find their feet in some of our undisciplined schools and to behave in a manner that is expected of them. In other words the norms and values of each community must be transmitted and maintained if indiscipline is to be curbed. Discipline is as old as education. Without discipline there will be no education in any institution. This study will attempt to investigate the causes and consequences of indiscipline in schools. It will put forward some guidelines and recommendations for the implementation of solutions to the indiscipline problems facing our teachers and learners in black Soweto schools. These guidelines and recommendations are inconclusive, and they call for further research.
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Vorster, Maritza. "The case of character education to address challenging behaviour in a Gauteng primary school." Diss., 2018. http://hdl.handle.net/10500/24236.
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This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school.Inclusive Education
M. Ed. (Inclusive Education)
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Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
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In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms.
This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project.
The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom.
In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews.
The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour.
Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers.
In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
27
Deenanath, Geetha Devi. "Effective implementation of school environmental education policies in a school district in Gauteng." Diss., 2004. http://hdl.handle.net/10500/1888.
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The main objective of this descriptive research is to determine how effective the implementation of school environmental education policies is and how this can be improved upon. If schools do have an environmental education policy, how successful are they in implementing it. The school environmental education policies provide incentives and frameworks for the development of strategies and action plans which result in the environmental education goals being achieved effectively and efficiently. For the effective implementation of the school environmental education policies within an OBE paradigm, educators need to be knowledgeable, skilled and motivated. Overall, teacher education is probably the biggest challenge to the implementation of the school environmental education policies. This research leads to the recommendations at school level to promote the effective implementation of the school environmental education policies.Educational Studies
M.Ed. (Environmental Education)
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Marape, Rebotile Precious. "Transformation leadership in Gauteng school : a case study." Thesis, 2014. http://hdl.handle.net/10210/9547.
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M.Ed. (Management and Leadership)After the election of the new democratic government in 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. Transformational leadership emerged as the key focus in restricting the educational system. A qualitative research design was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore leadership styles practiced by the principals in a changing educational system. Data was generated by means of interview to provide rich descriptions and explanations of how principals experience transformation in this particular context. The literature review revealed that principals as transformational leaders have an important role to play in setting the tone to provide direction, executing their tasks as leaders and managers and building democratic schools. To keep up and cope effectively with constant and rapid transformation, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. By developing a better understanding of transformation, the principals will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting transformation. While leadership skills are essential for providing effective leadership, principals must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicate that principals do fulfill their new roles and responsibility as educational leaders.
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"Whole-school reading as intervention in a Gauteng primary school : a practitioner's intervention." Thesis, 2014. http://hdl.handle.net/10210/8993.
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D.Ed. (Educational Psychology)The general preference for English as language of teaching and learning (LoLT) poses a formidable learning barrier to many English Second Language (ESL) learners in South African schools. Addressing this barrier is the responsibility of the whole-school with the support of the Department of Education. In particular, school based support teams (SBST) are tasked with the support of learners who experience reading barriers in an inclusive mainstream school. This thesis concerns the implementation of a whole-school intervention at a primary school in a disadvantaged community in Gauteng, South Africa, where ESL learners experience severe barriers to reading acquisition. The aim was to provide support to the whole-school to address reading barriers in an inclusive environment. Objectives were to identify the elements of whole-school reading; to develop and implement an integrated whole-school reading intervention; to train educators to address learners' reading barriers; and to provide guidelines to the Inclusion and Special Schools Unit (provincial level), District Based Support Team (DBST) and the school, to address reading barriers in future. A literature study reviewed themes regarding inclusion, support structures and whole-school development. Literature dealing with essential elements of wholeschool reading, approaches and strategies provided a theoretical framework for the implementation of whole-school reading. A qualitative study within an interpretive paradigm using practitioner action research was conducted. The research site was a primary school in a disadvantaged area in Gauteng, which had referred ESL learners to the local Inclusion and Special Schools Unit for support. Action research was selected because of its fundamental principle of participant empowerment through participation, collaboration, acquisition of knowledge and social change. Data was gathered from staff and learners and analysed during the phases of the action research process. Data collection included learner and educator questionnaires, discussions, observations, field notes, pre- and post baseline scholastic assessment, focus group interviews and the researcher's reflections. Findings indicated that SBST's need support in order to address reading barriers. ESL learners do not receive sufficient exposure to English to develop reading skills. Intermediate phase educators have not been trained to teach learners to read and improve their reading skills. Whole-school reading intervention was thus valuable in providing training and support structures for the school to address reading difficulties.
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Stiemer, Harriet Russouw. "A narrative pastoral care approach to a school outreach programme at a private school in Gauteng." Thesis, 2007. http://hdl.handle.net/10500/1817.
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Part of my responsibilities as Life Orientation teacher at Sagewood School is the Community Outreach Programme. In particular encouraging participation and ensuring that learners enjoy a life giving and reciprocal experience as they focus beyond themselves in the wider community. Information for this research was gathered from other independent schools, parents and learners from Sagewood. Sources included answers to questionnaires, class discussions and feedback from past experiences.
My focus included a study of the history of outreach, works on postmodernism, social construction, practical theology and my position of co-constructor with the learners.
Important outcomes included ensuring that the voices of the learners are heard in decision making and planning for future outreach activities. Given the constantly changing nature of society such activities need to be evaluated regularly. Lastly, people care in different ways and about different things and we need to encourage learners to care, in their own unique way.Practical Theology
M.Th. (Specialisation in Pastoral Therapy)
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Mohlakwana, Mokgadi Agnes Ursula. "Managing transformation in Gauteng secondary schools." Thesis, 2008. http://hdl.handle.net/2263/27102.
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Looyen, Roger. "Co-operative school governance : from policy to practice." 2000. http://hdl.handle.net/10500/17233.
Full textAbstract:
The aim of this research is to establish the extent to which principals of schools in
Gauteng are implementing co-operative school governance. The shift to co-operative
governance is a result of new legislation, and in particular the South African Schools Act
84 of 1996, which aims at redressing the inequalities of past legislation.
To determine the extent, to which principals are engaged in co-operative governance, a
questionnaire was designed to elicit essential information as to how co-operative
governance has been practically implemented. The research attempted to evaluate the
commitment and dedication of principals to the process of shared decision-making;
decentralisation and accountability; to engendering healthy relations with governors; to
ensure that legislation is complied with as regards the composition of governing bodies; and to encourage governors to attend training.Educational Studies
M.Ed. (Education Management)
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Modiba, Mabule Esrom. "The school as a reconstruction agent in Mamelodi." Thesis, 2012. http://hdl.handle.net/10210/7486.
Full textAbstract:
M.Phil.The problem giving rise to research on the role of the school in the reconstruction of society, is a practical one. The question is how could the school interact with society in the education of children and so play a leading role. The discussion above immediately poses several problems which may be summarised by means of the following questions. What are the social and educational problems confronting the community of Mamelodi? How can the school help in addressing these problems? To what extent can the school contribute towards the reconstruction of the community in Mamelodi? Having identified problems related to schooling in Mamelodi, the aims of the research will be established. The aim of the research is to determine the contribution that the schools in Mamelodi can make towards the reconstruction of the community
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Kruger, Margo. "Effectiveness of corporate social responsibility initiatives : a case of a high school in Gauteng." 2013. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001306.
Full textAbstract:
M. Tech. Business AdministrationThe aim of this study is to determine whether there is a higher performance in the academic results of those pupils who had been assisted by the educational corporate social responsibility intervention and the academic results of those pupils who had not participated in the educational intervention.
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Van, der Linde Hendrik Hermann. "Hoëgehalte skoolbestuur ter bevordering van onderwystransformasie in Gauteng." Thesis, 2012. http://hdl.handle.net/10210/5913.
Full textAbstract:
D.Ed.The transformation of the education system in South Africa is unavoidable due to social transformation in a newly democratised state. The newly established Gauteng Department of Education had to face challenges since 1994 to promote quality education, ownership and stability due to the fragmentation and diversity in communities and schools. In order to restore the culture of service delivering and to promote teaching and learning in schools, it is vital for schools to be provided with resources and conditions that are conducive to quality education. Trained educators and effective management of schools are equally important to ensure that learners receive the best quality education. Total quality school management provides the key to the solution, because the spiral of development, which includes constant monitoring and evaluation throughout the planning, leading and implementation cycles. Total quality school management is an integral part of delivering effective and efficient service. Total quality school management refers to the action, processes and structures necessary to ensure the delivery of highest quality of service to the clients. Total quality school management cultivates the appropriate partnerships and networks in service of the clients. In South Africa the indicators of these frameworks are invariably slanted toward issues of equity, efficiency and redress, but should largely be structured toward the improvement of service and education.
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Mahafha, T. G. "The role of school managers in maintaining discipline in primary schools." Diss., 2012. http://hdl.handle.net/11602/65.
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Kallie, Melanie. "The experiences of female principals of school discipline." Diss., 2015. http://hdl.handle.net/10500/19007.
Full textAbstract:
For many years the South African educational platform has been the target of international and national criticism for its apartheid ideals. Since 1994 the former Model C high school has endured a changing landscape characterised by the ideals of educational transformation. However, the current face of the former Model C high school has been marred by the challenge of learner ill-discipline.
This research aimed to explore the challenges experienced by female principals in a former Model C high school. A literature review focussed on female leadership and school discipline through the lens of a theoretical framework based on the ethics of care and transformational leadership theories. Using a qualitative case study design, data were collected and analysed. The analysis revealed that school discipline was a major challenge to the principal personally and professionally, and to the school. It further highlighted the strong need for support by the Department of Education.Educational Management and Leadership
M. Ed. (Education Management)
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Mojela, Tlou Wilda. "Assessment of the effectiveness of public schools infrastructure maintenance system in the Gauteng province." Thesis, 2013. http://hdl.handle.net/10210/8747.
Full textAbstract:
M.Tech. (Construction Management)Focusing on the dilapidated state of public schools infrastructure in the Gauteng Province of South Africa, this study presents findings on the current state of public schools infrastructure, why public schools infrastructure is in a dilapidated state, various factors which contribute to the dilapidated state of public schools infrastructure, an overview of measures which have been undertaken to improve the state of public schools infrastructure and subsequently proposes a multi stakeholder framework for the maintenance of public schools infrastructure. To achieve the objectives of the study, a detailed literature review of Botswana, Nigeria, United States of America and South Africa were compiled on public schools infrastructure. A set of multiple questionnaires were designed to collect data from 34 public schools in Gauteng Province of South Africa. The field survey comprised of Department of Education Officials, maintenance contractors, school governing body members, school Teachers, school principals and community members. There are multiple factors which when they occur lead to the dilapidation of public schools infrastructure. The primary factors include that maintenance works are undertaken in a disjointed manner with no clear strategy, inadequate government intervention, no sense of ownership for the schools by learners, teachers, parents and community members, inadequate funds allocated to schools, vandalism, lack of maintenance, funds not allocated based on individual school needs, neglect, deferred maintenance and overcrowding. The study is restricted to the Gauteng Province of South Africa. The selection of Gauteng as a case study has been mainly influenced by accessibility to the researcher and its high rate of overcrowding in schools which is also accompanied by high public schools infrastructure backlog. The findings of the research will be taken as representative for the entire country.The study provides a detailed comprehension on the various factors which contribute to the dilapidated state of public schools infrastructure and further proposes a multi stakeholder framework for the proper maintenance of public schools infrastructure.The study provides an understanding of the various factors so as to enhance maintenance of existing public schools infrastructure and the capability of the government to build new schools or extend the existing schools to meet the demand.
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Lenkokile, Mosetsanagape Rebecca. "The implementation of the Integrated School Health Policy in primary schools of Region C in the Gauteng Province." Diss., 2016. http://hdl.handle.net/10500/23445.
Full textAbstract:
The primary aim of this study is to describe and explain the extent of which school managers and primary healthcare facility managers possess knowledge and awareness of their roles in the implementation of the Integrated School Health Policy in Region C in the Gauteng Provincial Department of Basic Education. The study used a qualitative research method by which semi-structured interviews were conducted using a descriptive and explanative design. A sample of ten respondents was elected using a purposive sampling strategy and conventional or content analysis was utilised in the interpretation and analysis of data. The main findings of the study revealed that managers know their role in the implementation of the policy. Although managers are aware of their important roles; they are unable to fulfil them due to a lack of skills. Therefore, the study recommends that the Department of Health and the Department of Basic Education should ensure that managers are skilled and more knowledgeable in implementing the policy objectives.Public Administration and Operations Management
M. Admin. (Public Admiistration)
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Smith, Florence Montsho. "The role of women in educational management and leadership at Ekurhuleni West schools in Tembisa." Thesis, 2014. http://hdl.handle.net/10210/10727.
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Moyo, Zvisinei. "School leadership and teachers with HIV/AIDS : stigma and discrimination in Gauteng Province schools." Thesis, 2015. http://hdl.handle.net/10500/20082.
Full textAbstract:
Since the discovery of HIV/AIDS in the late 1980s, the pandemic has become the leading cause of death in South Africa and one of the leading causes worldwide. South Africa has the largest number of people infected with HIV/AIDS in the world. South African teachers, in particular, have experienced unparalleled challenges as a result of HIV/AIDS.
This qualitative research study was designed to explore how principals handle the sensitive HIV/AIDS-related issues affecting teachers in schools in South Africa’s Gauteng Province. The study was carried out within the constructivist paradigm. The narrative inquiry research design within the qualitative research approach was used with purposive and network sampling of participants. The sample consisted of ten handpicked principals and eight teachers living with HIV/AIDS accessed through network sampling from around the province. Data were collected through narrative interviews and the compilation of a reflective diary. The data were analysed according to the qualitative content analysis method. Consent was elicited from participants with confidentiality, anonymity and trust maintained throughout the study.
The participants’ most common responses were that teachers living with HIV/AIDS are faced with the dilemma of disclosure and stigma and discrimination. This research showed that principals are experiencing a range of challenges due to teachers living with HIV/AIDS. The goals of quality education are often defeated because of the challenges surrounding teachers living with HIV/AIDS. Once teachers succumb to the opportunistic illnesses associated with HIV/AIDS, their productivity deteriorates. Principals were clear about the inadequacy that they experience in responding to HIV/AIDS-related issues amongst teachers. They lack the training and management skills to develop long-term strategies to mitigate the impact of HIV/AIDS on teaching and learning. Teacher absenteeism is rife, causing drastically detrimental effects to teaching and learning programmes and posing serious challenges to principals, who are not equipped with the required information and resources. It was evident in this research study that infected teachers often fail to take responsibility or disclose their status; instead, they look to principals for solutions to their HIV/AIDS-related problems.Educational Leadership and Management
D. Ed. (Education Management)
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Mercer, Francois. "A suburban cultivation school addressing the rehabilitation of a waste landscape in Roodepoort." Thesis, 2014. http://hdl.handle.net/10210/9785.
Full textAbstract:
M.Tech. (Architectural Technology)This dissertation explores my own neighbourhood – Roodepoort. It critically examines consumerist lifestyles which currently dominate the area and proposes an architectural intervention which will showcase new modes of living. The proposed building accommodates a cultivation school and a ‘hackerspace’ where residents of Roodepoort can learn to live more sustainable. The cultivation school recalls Roodepoort’s history as a farming area and celebrates the area’s spirit of place. The hackerspace provides a place for suburban inventors to work and collaborate.
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Mubari, David. "Managing discipline in secondary schools in Siyabuswa, Mpumalanga province : a survey." Thesis, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000254.
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Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2010.Determines how discipline is managed in public schools in Siyabuswa district. Sound legislation has been put in place by the state to address the issue of the management of discipline in schools. Despite the existence of all these structures, learners continue to behave contrary to the code of conduct.
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Pule, Sechaba Precious. "The use of ICT tools in a school for Learners with Special Education Needs (LSEN) in Gauteng West District (GWD)." Thesis, 2014. http://hdl.handle.net/10210/10287.
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Seme, Ephraim Zakhele. "Primary school teachers’ perceptions of child sexual abuse in a Gauteng District." Diss., 2020. http://hdl.handle.net/10500/27670.
Full textAbstract:
This study sets out to explore the perceptions of life orientation teachers of child sexual abuse (CSA) in primary schools. Teachers in this study consist of a selection of Life Orientation teachers who are normally involved in the management of CSA. Child sexual abuse is a widespread problem in schools not only in South Africa, but internationally.
The topic is relevant today because child sexual abuse has many negative, physical, emotional, psychological and educational consequences.
One of the most significant problems children face today is the threat of sexual abuse. Child sexual abuse is a global phenomenon that is regarded as one of the greatest social problems of the 21st century. Learners are at risk of sexual abuse by teachers, scholar patrollers, family members and community members. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour on a learner.
There is a perception that most victims of child sexual abuse are young children and do not report sexual abuse because they are afraid to expose their perpetrators. The study will benefit children in primary schools at informal settlements and in Gauteng East because learners will be equipped with information that child sexual abuse is against their rights and perpetrators must be reported without fear. Most child sexual abuse is not reported; detected or prosecuted hence as a priority we must identify and protect children who are being sexually abused or are at risk of sexual abuse.
My choice of qualitative approach was influenced by the work I am doing presently at school. The researcher used pseudonyms not actual names when describing schools’ names. I am working as a teacher at a Primary School in Slovo-Park, Springs, in Gauteng East, Gauteng Province.
In this study, the design and methods on perceptions of selected stakeholders on child sexual abuse are discussed. The study explains why the explorative qualitative research design and interpretative paradigm were adopted to assess the perceptions of the participants on child sexual abuse.
The researcher explains the interview technique as a data gathering tool used. In addition, the description of the ethical considerations that guided the researcher during data collection from the participants is described. The study focused on a small number of 9 Life Orientation teachers in order to provide in-depth, detailed information about perceptions of sexual abuse in schools.
In this study the researcher used Bronfenbrenner’s ecological system’s model. These systems are; (1) The Microsystem; (2) The Mesosystem; (3) Exosystem ;( 4) The Macro system; (5) Chronosystem. These interrelated contexts as well as the individual setting can therefore be used to form an understanding of the contexts and settings involved in forming the perceptions of Life Orientation teachers.
The researcher used purposive sampling to select both schools and participants. In addition, from each school three (3) Life Orientation teachers were selected making a total of 9 participants from the schools. Data was collected from 9 participants, namely 9 Life Orientation teachers selected purposefully because these teachers are mainly involved in life skills and Life Orientation and were trained in the area and they have continuous contact and knowledge of learners who may be at risk of child sexual abuse.
Findings indicate that child sexual abuse impacts negatively on the emotional health, physical health, and academic achievement of the abused learner.Educational Foundations
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Wilson, Hilary. "The reading of self-help books by intermediate phase teachers in Gauteng townships." Thesis, 2013. http://hdl.handle.net/10539/12432.
Full textAbstract:
This research focuses on the reading of self-help books, or ‘advice literature’,
by Intermediate Phase teachers in Soweto schools. The study is based on
Bourdieu’s concept of habitus, other theories about the nature of literacy
practices and how initial literacy is mediated. It includes a survey of the
political and social factors that may have influenced the teachers’ attitudes to
reading. It includes interview data on the topics they favour, their perceptions
of the effects of such books on their own lives, whether or not they read other
genres, such as children’s books, and whether or not their reading impacts on
the methods they use in teaching children to read. It therefore contributes to
a broader understanding of the literacy habitus of the subject group, and,
viewed within the context of the literacy crisis in South African schools,
provides insights into their attitudes towards reading and the reasons why
they often fail to extend their learners’ reading abilities beyond the level of
basic decoding.
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Naicker, Aneshee. "Learners' experiences of educators' aggression in a secondary school in Gauteng." Thesis, 2011. http://hdl.handle.net/10210/3643.
Full textAbstract:
M. Ed.Adolescence is a phase in human development that is synonymous with change, namely, physical, cognitive, emotional and social changes. Educators start playing an important role in the lives of adolescents, and the school as an institution of learning is a place to promote social, emotional and intellectual growth that fosters the development of a positive self - concept in adolescent learners. The researcher was interested in the experiences of learners who witness educator aggression in the schooling environment and the impact this has on the adolescent learner and on the education system as a microcosm of the South African society. Current research on educator aggression indicates that aggression is detrimental to the emotional, social and mental health of learners, because aggression begets aggression. Guidelines are proposed to support both educators and learners who experience educator aggression, to facilitate their mental health. The research objectives were as follows: to explore and describe the learners’ experiences of educatoraggression in a secondary school in Gauteng; and to describe guidelines to assist learners and educators concerning educator aggression in order to facilitate their mental health. The data collected was used to formulate effective guidelines, designed to assist the adolescent learners and educators in a secondary school in Gauteng. Through this approach the researcher was able to gain insight into the experiences of learners related to educator aggression.
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Matlhwale, Joseph Mantlongwane. "An investigation into the effective functioning of the Section 20 school funding system : the case of the Tshwane school districts." 2015. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001880.
Full textAbstract:
M. Tech. Cost and Management AccountingThe South African school system mainly consists of private independent schools and public ordinary schools. Public schools are divided into Section 20 and Section 21 schools. Section 21 schools are financially self-managed, whilst Section 20 schools' finances are centrally managed by their respective provincial education departments. The only means of income for Section 20 schools in South Africa is an annual fund allocation from the government, which is based on an annual "paper budget" submitted by each school. This study investigated the effective functioning of the Section 20 school funding system in the Tshwane North, Tshwane South and Tshwane West districts of the Gauteng Province in South Africa.
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Narain, Anil P. "Discipline and disciplinary measures used at selected secondary schools." Thesis, 2006. http://hdl.handle.net/10413/5222.
Full textAbstract:
The purpose of this study was to explore various aspects of discipline in
secondary schools inter alia the views of educators to changes regarding the
behaviour of learners today as compared to the past, the banning of corporal
punishment in schools, commitment to provide support, and to elicit alternative
methods of maintaining discipline. The study was an exploratory one aiming to
bring the views of the educator to the fore in clinical research. It was also
undertaken to spur other research into this area.
The study was undertaken with educators from the town of Verulam in the north
coast of Kwazulu- Natal, South Africa. All secondary schools in the area were
targeted. This was a possibility sample as it was peculiar to the context and is
valid because it does have resemblance to reality. The sample reflected the
remnants of the old apartheid educational structures. Various types of schools
were included inclusive of ex -House of Delegates, ex-Department of Education,
private and religion-based schools. The sample had semblance of the general
educator population. Educators in nine of the secondary schools responded to a
questionnaire. The structured questionnaire had a quantitative and qualitative
bias. The response rate was 58.3 percent. A statistical package was used to
analyse the statistical aspects of the questionnaire.
The results of the study indicate that educators believed that the incidents and
severity of learner misbehaviour had increased rapidly post 1996. A significantly
large number also stated that their superiors (the Department of Education-DOE)
have left a void with the banning of corporal punishment by provldinq little or no
alternatives to discipline learners. Many respondents believed that their authority
was undermined and it affected discipline and hence the culture of teaching and
learning. Serious offenders were handed to management of schools.
Management in schools were viewed as supportative although there was a call for consistency in the application of the schools' Code of Conduct. Numerous
methods of disciplining were suggested with the most popular being getting the
parent involved and personal counselling. Sadly, the third popular measure
believed to be effective was the use of corporal punishment, albeit it was used
by a small percentage of respondents. There was no significant difference in
views between male and female respondents. Various extraneous factors
influencing poor behaviour were postulated. The learners' background, role of
the parent and peer pressure, were viewed as most important. School
contextual factors such as large classes and poor resources were also noted.
Recommendations for better discipline and disciplinary measures were
highlighted. The study called for a review of the Code of Conduct as required by
the South African Schools Act 84 of 1996, with the focus being immediacy and
relevance of sanctions and the more frequent use of the parent-component, of
the Schools' Governing Body, in discipline. A more pro-active stance on the part
of the DOE in assisting educators, in disciplinary measures, at grass-root level
was recommended. The study also recommended further research into discipline
and disciplinary measures at secondary schools.Thesis (LL.M.)-University of KwaZulu-Natal, Durban, 2006.
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"Choice factors for parents selecting independent primary schools in Gauteng." Thesis, 2015. http://hdl.handle.net/10210/13318.
Full textAbstract:
Ph.D. (Marketing Management)The ability of independent schools to survive and grow would be enhanced by knowledge of what motivates parents when selecting independent schools in order to assist these schools in better targeting their marketing efforts (McGovern, 2011:16). The primary objective of the study is to recommend marketing guidelines for independent schools and was achieved to identify the choice factors influencing parents’ selection of independent primary schools, identifying the most important choice factors and demographic differences regarding the importance parents attach to choice factors. The external factors influencing the selection of independent schools, the relative importance of price, school facilities and the enrolment process were determined. The usefulness of the sources of information used in the decision-making process was investigated. Both exploratory (qualitative technique) and conclusive (quantitative technique) research designs were followed. For the qualitative technique, dept interviews with ten parents from different independent schools in Gauteng were conducted. For the quantitative technique, a non-probability judgement sample of 669 grade one parents from thirty (30) independent schools in Gauteng participated in the study. The findings of the study identified 29 different choice factors with small class size ranked the highest as choice factor. Previous interactions with the school are the highest ranked external factor influencing the decision-making process of parents and they prefer discount when two or more children from the same household are enrolled. With regard to school facilities, a computer centre is the most important for parents, and a science laboratory is less important. Parents prefer an interview with the principal when enrolling their child and the school open day and school website are the most valuable sources of information for prospective parents. Social media are not considered to be particularly a valuable source of information …