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1
Sigwanda, Pakama Sylvia. "The effects of the high rate of learner absenteeism in primary schools in Govan Mbeki area." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20394.
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Since the advent of the democratic dispensation in 1994, the government of South Africa has made significant steps in addressing issues of national concern. One of the major highlights is a Bill of Rights, as stipulated in the South African Constitution, Act 106 of 1996, which states that every child has a right to basic education. However, in spite of compulsory education, an extremely high rate of absenteeism has been noticed in many primary schools of the Eastern Cape Province in the Nelson Mandela Metropolitan region. The purpose of this study was to develop a deeper understanding of the major factors that contribute to absenteeism in the Govan Mbeki area of the Nelson Mandela Metropolitan Region, with the ultimate aim of promoting school attendance among learners. Both quantitative and qualitative approaches were used to collect the data in two schools. Using purposive sampling, two schools in the Govan Mbeki area were identified. These two schools were known to have a high rate of learner absenteeism. In each of the schools – which, in this research, are referred to as school A and school B, 20 parents, 6 teachers and 20 learners (10 per school) were identified as participants. The major findings of this study show that the factors affecting school attendance are interlinked; and, they include – although they are not limited to – bullying, poverty in households, poor teacher-student relationships, a poor learning environment, and the underperformance of the learners, which, in turn, result in disinterested learners. The study recommends a joint engagement of school, homes and the Department of Education to develop mechanisms, which might help both parents and teachers to navigate potential solutions to curb the trend. Furthermore, there needs to be a concerted effort to reduce household poverty and to sensitize teachers of their responsibilities towards their learners.
2
Ngqela, Nozuko. "Exploring learners' experiences of violence in a township high school." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5165.
Full textAbstract:
Thesis (MEdPsych))--University of Stellenbosch, 2010.<br>Bibliography<br>ENGLISH ABSTRACT: School violence is a reality in South African township schools contaminating the school environment and jeopardizing the educational process.
The aim of this study is to explore adolescent learners' experience of school violence in township high schools in order to develop and recommend a school prevention intervention programme/strategy. The study is explained in the theoretical framework of the bio-ecosystemic theory where violence is discussed as a reaction and as an action that occurs through reciprocal interaction between systems and the social environment. Through this interaction, adolescent learners are exposed to individual, family, school and community risk factors which place them at risk. Literature shows that schools in the township are sites of widespread violence; and these impacts on learners‟ emotional well-being. School violence also reflects the relationship that exists between what occurs in schools and what happens in learners' homes and communities.
The specific design selected for this study is a case study and is qualitative and explorative in nature. Unstructured interviews were conducted with individual learners and focus groups to gather information regarding adolescents' experiences of school violence. The data was analysed with three main themes emerging during the participants' interviews. The findings revealed that a significant number of adolescent learners in the township school have experienced some form of gender-related violence at school, and that boys are more often the perpetrators of this school violence. The findings further showed that lack of safety and class management is another cause of violence and the violent activities within the school are a symptom of the social ills of the community within which the school is situated. Conclusions drawn from the study are that school violence is a multifaceted phenomenon and, based on these findings, it is recommended that a 'whole school' and an integrated approach be taken when dealing with violence in schools.<br>AFRIKAANSE OPSOMMING: Toenemende geweld in skole in Suid-Afrikaanse townships bederf die skoolomgewing en belemmer die opvoedkundige proses. Die doel van hierdie studie is om leerders se ervarings van geweld in hoërskole in townships te verken, ten einde 'n voorkomingsprogram/-strategie vir skole te ontwikkel en aan te beveel.
Die studie gebruik die teoretiese raamwerk van die bio-ekosistemiese teorie waarbinne geweld bespreek word as 'n aksie en 'n reaksie wat plaasvind deur wedersydse interaksie tussen die sisteme en die sosiale omgewing. Hierdie interaksie kan adolessente leerders aan individuele, gesinsverwante, skool- en gemeenskapsrisikofaktore blootstel. Die studie wys dat skole in townships die ligging is van wydverspreide geweld wat 'n uitwerking het op leerders se akademiese prestasie. Dit wys ook dat geweld in skole 'n weerspieëling is van die verhouding wat bestaan tussen gebeure in die skool en gebeure in die leerders se huise en gemeenskappe.
Die navorsingsontwerp vir hierdie studie is dié van 'n gevallestudie. Dit is kwalitatief en verkennend van aard. Ongestruktureerde onderhoude is met leerders en fokusgroepe gevoer om inligting rakende hulle ervarings van geweld in skole in te win. Die data is ontleed na aanleiding van drie temas wat tydens die onderhoude na vore gekom het. Die bevindinge het gewys dat 'n noemenswaardige aantal adolessente leerders in townshipskole een of ander vorm van geweld ervaar het, en dat seuns gewoonlik die aanrigters van die geweld is. Die studie het voorts gevind dat akademiese prestasie ernstig beïnvloed word deur geweld wat binne en buite die skoolgronde plaasvind, en ook dat geweld binne die skole 'n simptoom is van die sosiale euwels van die gemeenskap waarbinne die skole geleë is. Die studie se gevolgtrekking is dat geweld in skole 'n veelvlakkige fenomeen is. Die aanbeveling wat op hierdie gevolgtrekking berus is dat 'n "heel skool" geïntegreerde benadering gevolg moet word wanneer daar met geweld in skole gewerk word.
3
Mingo, Christopher Dominic. "Perceptions of gang violence in an Elsies River primary school in the Western Cape." Thesis, University of the Western Cape, 1999. http://etd.uwc.ac.za/index.php?module=etd&.
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4
Maliavusa, Nkhanedzeni Josua. "An HIV and AIDS intervention programme for thigh school adolescents in Mpumalanga Province of South Africa." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1341.
Full textAbstract:
Thesis (Ph.D.(Educational Psychology)) --University of Limpopo, 2015.<br>The aim of this study was to adapt an HIV and AIDS intervention programme that may change the knowledge, attitudes and behaviour of adolescents in Mpumalanga high schools. Mixed-method of qualitative and quantitative designs were used to achieve the objectives. The qualitative design consisted of peer mentors (N=141) who were interviewed in the focus group to provide information pertaining to the HIV and AIDS intervention that may change the knowledge, attitudes and behaviour of vulnerable adolescents in Mpumalanga high schools. The quantitative design consisted of Grade 8 learners (N=1 085) who were used in the evaluation of the adapted HIV and AIDS intervention. Eeducators (N=11) piloted and monitored the administration of the adapted HIV and AIDS intervention. Results from the qualitative study suggested a four unit HIV and AIDS intervention programme with the following aims: (a) to empower adolescents to respond to risky behaviours, (b) to enable adolescents in Mpumalanga to acquire necessary knowledge, attitudes and skills that will protect adolescents from HIV and AIDS infection, (c) the programme must also aim at the development of self-in-society and (d) an abridged programme that will run for one school term that is more suitable. Results from quantitative evaluation revealed that the adapted HIV and AIDS intervention managed to increase, slightly, the acquisition of the knowledge and behaviour of participants, although the significant tests indicated that the observed rate of increase was statistically not significant at 0.05 levels. No impact was found on attitudes scales. It was recommended that the support of both adolescents and parents is vital for the success of any of any HIV and AIDS intervention programme. Opening of the community youth friendly health clinics with highly trained practitioners was also recommended as an essential element in HIV and AIDS prevention. Key concepts: Adolescents, Attitudes, Behaviour, HIV and AIDS intervention, Knowledge and Knowledge attitudes-behaviour practices.
5
Mabanga, M. N. "The impact of poverty on teaching and learning at Mzimba Secondary School at Allandale village in Bushbuckridge Municipality: Mpumalanga Province." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/932.
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6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
Thambekwayo, Musa A. "Investigating mentoring as a form of social learning for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20150.
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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Mentoring as a professional development strategy forms an integral part of the Advanced
Certificate: School leadership that was introduced in 2007 by the National Education
department as an entry qualification in the school principalship. The Advanced Certificate in
Education: School Leadership is aimed at capacitating school leaders to address the
challenges experienced by school principals.
The primary objective of this study was to investigate whether the mentorship component of
the course is experienced as a form of social learning by the candidates. To achieve this
goal, open-ended questions were prepared and administered during semi-structured
interviews with the school principals who have been mentored within the ACE programme.
The interviews were conducted to ten (10) participants including principals, deputy principals
and heads of departments (school level) within the Gert Sibande District (Mpumalanga
Province).
The investigation highlighted that principals do indeed experience mentoring as a form of
social learning. This was confirmed by the statements given by the interviewed principals that
their learning was based on learning from each other through observation and engagement
as well as through their mentors. This learning is confirmed by Bandura’s Social Learning
Theory (1977) which suggests that learning takes place through observation and positive
behaviour of the mentor.
Based on the findings, the main recommendations were that mentorship, as social learning,
should be extended to all school leaders and ultimately to school educators, that a mentoring
unit should be based at each district office, that the selection of mentors should be carried
out carefully so that protégés could benefit maximally and that the period of mentoring should
go beyond merely being a component of an academic course.<br>AFRIKAANSE OPSOMMING: Mentorskap as ‘n professionele ontwikkelingstrategie vorm ‘n integrale deel van die
Gevorderde Onderwyssertifikaat: Skoolleierskap wat in 2007 deur die Nasionale
Onderwysdepartement as ‘n toetree-kwalifikasie vir skoolhoofde ingestel is. Die Gevorderde
Onderwyssertifikaat: Skooleierskap is gerig op die kapasitering van skoolleiers om die
uitdagings wat die posisie van Skoolhoof meebring aan te spreek.
Die primêre doelwit van die studie was om vas te stel of die mentorskapkomponent van die
kursus deur kandidate as ‘n vorm van sosiale leer ervaar word. Om die doel te bereik is
oopvrae voorberei en geadministreer tydens semi-gestruktureerde onderhoude met
skoolhoofde wat as deel van die Gevorderde Sertifikaat: Skoolleierskapkursus gementor is.
Die onderhoude is gevoer met tien skoolhoofde, adjunkhoofde en departementshoofde van
die Gert Sibande distrik (Mpumalanga).
Die ondersoek het aan die lig gebring dat skoolhoofde wel die mentorskapproses as ‘n vorm
van sosiale leer ervaar. Hierdie aspek is bevestig deur die respons van skoolleiers dat hulle
van mekaar geleer het deur observasie en braadslaging asook deur die modelering van
mentors. Diè vorm van leer strook met Bandura se Teorie van Sosiale Leer (2007) wat die
idée onderskryf dat leer plaasvind deur observasie en modelering van positiewe gedrag van
die mentor.
Gebaseer op die bevindinge is die hoof aanbevelings wat in die studie gemaak word dat
mentorskap, as sosiale leer, uitgebrei behoort te word na alle skoolleiers en uiteindelik na
alle onderwysers, dat ‘n mentorskapeenheid by elke distrik gebaseer behoort te word, dat die
keuring van mentors omsigtig moet geskied sodat protégés maksimaal voordeel trek en dat
mentorskap verder moet strek as bloot ‘n komponent van ‘n akademiese kursus.
9
Mitchell-Kamalie, Lilian. "The application of bibliotherapy with primary school children in a violent society." Thesis, University of the Western Cape, 2002. http://etd.uwc.ac.za/index.php?module=etd&.
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The problem upon which this study is based, is to determine the importance of bibliotherapy to children who are exposed to daily violence in society. Exposure to daily violence have detrimental consequences for these children which result in that it is a traumatic experience for them, that could affect personality development and interpersonal relations. This reseach is done within the context of a school situated in a violence society which provide the ideal oppurtunity to reach such children. The school provides an atmosphere which is conducive to reading and verbalisation.
10
Powrie, Joy L. "A study of school stakeholder perceptions of the Safe Schools Programme of the Western Cape Education Department as implemented at a primary school in the Mitchell's Plain district." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1895.
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Thesis (MTech (Education))--Peninsula Technikon, 2003<br>Teaching and Learning cannot take place in an unsafe environment. The school plays a central
role in the socialisation of a child and it is critical that schools offer a safe environment in
which learning can take place. This study attempts to investigate school stakeholder
perceptions of the Safe Schools Programme of the WCED and its impact on the learning
environment of one primary school in the Mitchell's Plain district.
The study as a whole is set against the research literature on crime and violence in schools.
The literature surveyed covered the following aspects: (I) What constitutes crime and
violence in schools; (2) The effects of crime and violence on the school environment; and
(3) Approaches to reducing crime and violence in schools.
This research project is a case study of school stakeholder perceptions of the Safe Schools
Programme of the WCED as implemented in one primary school. Qualitative research
techniques were employed and data was collected by means of individual semi-structured
interviews with the acting principal and the safety officer of the school. A focus group
interview was held with a group of educators and support staff members. Learners were
excluded from the study as the aim was to determine the perceived impact of the Safe Schools
Programme on the learning environment at the school. Primary school learners may perhaps
not be able to articulate their views on the issue under research. Parents were not included in
this research process but could be a valuable source of data for future research.
11
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.
12
Sullivan, Daniel Lawrence. "Exposure to violence and self-reported aggression among a sample of high school learners in the Stellenbosch district." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50350.
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Thesis (MScPsy)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The phenomenon of violence is an all-too-common experience for many people around
the world. In South Africa the legacy of a system of institutionalised violence has
influenced the fabric of this society. The consequences of violence on South African
youth are of major concern for the country's future. This research examines the types and
contexts of exposure to violence and the types of self-reported aggression in a sample of
426 adolescent learners from three schools in the Stellenbosch District. The role of
gender in mediating the type and the location of violence exposure and aggressive
behaviour is also explored in this study.
A questionnaire consisting of modified versions of the Screen for Adolescent Violence
Exposure (SAVE) and the Aggression Questionnaire (AQ) was administered to 187 male
and 239 female adolescents from three schools.
The sample reported being exposed to moderately high levels of indirect violence in their
community. This exposure was significantly correlated to high levels of self-reported
aggression. Results from the Analyses of Variance indicated that females were exposed
to more physical/verbal abuse at home, while males more frequently witnessed traumatic
violence at school and in the community. The learners reported high levels of aggression,
particularly with regard to physical aggression, verbal aggression and hostility. From
these observations, females were found to be more hostile, while males demonstrated
higher levels of physical aggression. Analysis of the gender differences suggested that males were more likely to display verbal aggression when exposed to violence, while
females' exposure to physical/verbal abuse at school appeared to increase their levels of
anger.
The findings from this study indicate that adolescents exposed to high levels of violence
are at risk of presenting with elevated levels of aggression. Efforts need to be made to
reduce the levels of exposure to violence and adolescents' levels of aggression. It is
suggested that adolescents be taught prosocial skills with regard to conflict situations.<br>AFRIKAANSE OPSOMMING: Geweld is vir baie mense dwarsoor die wêreld 'n alledaagse verskynsel. Die stelsel van
geinstitusionaliseerde geweld in Suid-Afrika het die wese van die samelewing beinvloed.
Die gevolge van geweld op die Suid-Afrikaanse jeug is vir die land se toekoms
kommerwekkend. Hierdie studie ondersoek die tipes en inhoud van blootstelling aan
geweld, die tipes van selferkende aggressie en die verband tussen blootstelling en
aggressie. Die studie ondersoek ook die rol van geslag in die blootstelling aan geweld,
asook dié van aggressiewe gedrag. Die ondersoekgroep was 'n groep van 426 adolessente
leerders van drie skole in die Stellenbosch Distrik.
'n Vraelys, bestaande uit aangepaste weergawes van die "Screen for Adolescent Violent
Exposure (SAVE)" (Hastings & Kelley, 1997) en die "Aggression Questionnaire (AQ)"
(Buss & Perry, 1992) is gebruik om 187 manlike en 239 vroulike adolessente by die drie
skole te toets.
Daar is gevind dat die ondersoekgroep blootgestel was aan redelike hoë vlakke van
indirekte geweld in hulle gemeenskap wat beduidend korreleer met hul hoë selferkende
aggressie. Resultate van die variansie-ontleding wys dat meisies meer blootgestel is aan
fisiese/verbale geweld tuis, terwyl seuns weer meer dikwels getuies van traumatiese
geweld by die skool en in die gemeenskap was. Die leerders het hoë vlakke van
aggressie, veral fisiese aggressie, verbale aggressie en vyandigheid gerapporteer. Van die
bevindings kan afgelei word dat meisies meer vyandig is, terwyl seuns weer hoër vlakke van fisiese aggressie geopenbaar het. Analise van die geslags verskille dui aan dat seuns
meer geneig is tot verbale aggressie wanneer hulle aan geweld blootgestel word, terwyl
meisies meer geneig is tot woede wanneer hulle aan fisiese of verba Ie geweld by die
skool blootgestel word.
Die bevindings dui aan dat adolessente wat blootgestel word aan hoë vlakke van geweld
geneig is tot hoë vlakke van aggressie. Pogings behoort aangewend te word om geweld
en die vlakke van aggressie verminder. Daar word aanbeveel dat adolessente sosiale
vaardighede geleer moet word om konfliksituasies beter te kan hanteer.
13
Kgosimore, David Leepile. "Educators as victims of workplace violence in selected secondary schools in the Capricorn District of the Limpopo Province, South Africa." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2330.
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Thesis (Ph. D. (Criminology)) --University of Limpopo, 2018<br>Schools mirror the culture of violence that is endemic in our society. They have
therefore become the focus of research on violence. However, much of our
knowledge on violence that occurs in schools is on learners as victims of educator-on-
learner and learner-on-learner violence; and as perpetrators of learner-on-learner
because a great amount of research focuses only on these types of violence. Very
little research has been done on teachers as victims of violence, and of learnerperpetrated
violence, in particular. The little knowledge that is available indicates that
objectionable behaviour, such as ill-discipline, class disruptions, and aggression and
violent behaviour are aspects of interpersonal relationships that may cause teachers
stress, burnout, job dissatisfaction, ill health, and lead to them quitting the teaching
profession.
This study investigated learner-perpetrated violence as a school and workplace
violence. The results of this study, which are the outcomes of independently
conducted qualitative and quantitative studies, confirm the parallel existence of
learner-perpetrated violence and teacher stress and related ill health, behavioural
reaction and organisational effects. The implications of these results are that the
current legislation, the South African Schools Act, and regulations and policies
associated with it, is inadequate in preventing the victimisation of teachers by
learners, in their workplaces. Hence, this study recommends a model that can be
implemented to prevent violence against teachers at a primary, secondary, and
tertiary level. Learner violence is an occupational health and safety risk for teachers
and needs to be handled in the same was as any other occupational health and
safety hazard; hence the desire by teachers to be covered against violence at work
under the Occupational Health and Safety Act.
It is recommended that future research should focus on the incorporation of violence
into the existing list of occupational hazard. This will force employers to take every
step possible to prevent the victimisation of teachers in their workplaces. The
reduction of incidents of violence against teachers has the potential of slowing
teacher attrition down.
14
Titus, Anton Jacobus. "Building safe and secure schools for effective learning in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8209_1255355549.
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<p>Existing situations at various schools, especially in post apartheid South Africa suggest that the education environment for effective teaching and learning is problematic for several reasons namely a lack of safety and security, poor governance and management and a lack of community ownership and partnership. This research however assumed that the implementation of safety related policies and other departmental guidelines is the foundation for effective learning, especially in the Western Cape. The primary aim and objective of this research was to ensure that learning takes place in an environment free from crime, violence, drugs, intimidation and fear. It was an assessment to acquire information from schools and other role-players regarding the status of safety and security in schools and to verify whether crime prevention policies are implemented.</p>
15
Bilatyi, Nkosana Carlon. "An assessment of the implementation of learner discipline policies in four high density secondary schools in the Graaff Reinet district, Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1018604.
Full textAbstract:
This study assessed the implementation of learner discipline policies in the Graaff Reinet District in four township Secondary schools. The study arose as a result of the decline of learner discipline in secondary schools. This study is located in the interpretive paradigm and adopted a qualitative research approach in the collection of data. It employed triangulation to collect data and obtained valuable information on the implementation of learner discipline policies. Four township secondary schools in the Graaff Reinet District were purposively selected for the sample in this study. Semi-structured interviews, focus groups of learners and parents Data has revealed that schools were using different strategies to implement learner discipline such as Code of Conduct, Disciplinary hearing, Safety and Security Committee, Educators, Corporal Punishment, Alternative methods to Corporal Punishment and the role parents. Data revealed that there has been no success in implementing learner discipline strategies. There were a number of limitations in implementing policies to maintain learner disciplines which were identified in the study. There were inconsistencies like educators not supervising learners in detention classes, some of the educators were sabotaging the system by not putting into practice the measures and strategies which were put in place to maintain discipline and so forth. The School Management Teams did not capacitate the Representative Council of Learners so as to assist in the monitoring of discipline. The Department of Education is not supportive in the maintenance of discipline in the schools under study in Graaff Reinet District. To address disciplinary problems, the study has the following key recommendations Policies should be crafted by all stakeholders for ownership and there should be collaboration in implementation of those policies.. The Code of Conduct should be issued to all learners at the school at the beginning of the year in the language of preference, with school rules. Learners should know the consequences of transgressing the Code of Conduct. SMTs should adopt different management styles so as to take action against educators who are failing the system of maintaining discipline. Educators should realise that it is their duty to maintain discipline in schools; therefore they should stop complaining about disciplinary problems. Educators should engage the Department of Education to conduct workshops in building capacity of educators to maintain learner discipline. Schools should establish partnerships with other sister Departments such as SAPS, Social Development, Correctional Services, Health to, maintain learner discipline.
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Debusho, T. K. "Safety in semi-urban schools of limpopo Province :A case of Mankweng Circuit." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1963.
Full textAbstract:
Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2017<br>Safety in schools is not only a South African issue, but a global challenge too. The
study focused on safety in semi-urban schools of Limpopo Province, Mankweng
Circuit. The purpose of this study was to investigate factors that affect learners’
safety and to propose ways in which safe schools could be created so that these
become centres of learning and where effective teaching takes place. A qualitative
approach was used in this study via the use of a purposive sampling method. The
sample for this study consisted of 3 learners selected from each 3 different schools.
Data was collected through three methods: interviews, observations and written
documents. Semi-structured interviews were used to interview learners. The present
researcher took five to ten minutes to observe the school before starting the
interviews. Substance abuse policy, Minutes for sub-committee for safety and
Incidents of violence were used as written documents. The data collected was
explicated using step-by-step guide. The study found that some schools in
Mankweng Circuit are not safe. Fighting, stabbing, and using drugs and dagga,
teenage pregnancy and threats take place on school premises and some of the
learners even brought drugs and weapons into school premises. Results also
indicated there is a strong partnership between parents and law enforcement
agencies for instance polices are working together in the provision of safety
measures in schools. As part of the study recommendations, all discarded materials
such as broken chairs, tables and blackboards are stored far away from the learners’
classes and gate.
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Kanjere, Maria Matshidiso. "Leadership capacity building for management teams at secondary schools in the Sekhukhune area." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03102006-100902.
Full text
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Ladokun, Ayodele Olanrewaju. "Geographies of juvenile crime: a study of crime in selected high schools in East London, South Africa." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/345.
Full textAbstract:
Youth crime has been and still is a social problem in South Africa. It is a problem that shakes the very fabric of the society. The problem with the youth in modern society is both a national concern and an important subject for academic study. High school environments are where youths converge for learning purposes, but they have also turned to hotspots for crime. Different theories on explanations for high school crime have been developed over time. This particular study, conducted in 2008, adopts the criminal opportunity theory to study the social, economic and the demographic characteristics of selected environments in which high schools are located to determine significant factors that are conducive for high schools to be crime hotspots. Three schools were selected in different neighbourhoods in East London for the study. The study used an intensive case design technique to conduct the research. Different characteristics of the communities in which the schools that were studied were located showed different crime pattern. The Law enforcement agencies also realize these differences and they try to address crime issues in various communities in the study areas individually
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Mdhuli, Maria Thobile. "The effects of school violence in rural secondary schools of Mkhuhlu Circuit, Bohlabela District." Diss., 2018. http://hdl.handle.net/11602/1217.
Full textAbstract:
MEd (Educational Management)<br>Department of Educational Management<br>In South Africa, violence continues to undermine the functioning of schools. Literature
has revealed that the subject of school violence is quite varied and covers a wide
variety of related areas from sociology to educational psychology; these examine
psychological factors such as peer pressure, stress, cognition, emotional development
and their relation to school violence. The study was aimed at investigating the effects
of school violence in South African rural schools in Mpumalanga Province.
The study used mixed methods approach employing both qualitative and quantitative
approaches. For the quantitative part of the study, the study adopted simple random
sampling to select the learners. A 'purposive sample' was used to select the principals
and educators for the qualitative part of the study. A sample of 423 learners from the
9 secondary schools in the circuit was selected for the quantitative part of the study.
A purposive sample of 9 principals and 18 educators was also be deemed appropriate
for the qualitative part of the study. IBM SPSS version 23 was used to analyse
quantitative data.
Frequency tables were generated (univariate analysis), and the Chi-square test was
used to calculate significant differences in the effects and coping strategies between
male and female victims of school-based violence. Qualitative data was analysed
thematically and used to support and complement the quantitative data. Principals and
educators in schools with high prevalence of school-based violence was prioritised. It
was expected that the effects of school-based violence in the study area were
described. Causes of violence, its effects and ways to improve coping strategies in
the respective schools are also anticipated to be comprehensively covered as
expected outcomes.<br>NRF
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Chabangu, Lucas. "Factors related to the prevalence of violence in rural secondary schools in the Ximhungwe Circuit in Bohlabela District, Mpumalanga Province." Diss., 2014. http://hdl.handle.net/10500/13365.
Full textAbstract:
After teaching in High school for six years, I was frustrated to see the institutional action on the issue of school violence. The creation of a climate conducive to teaching and learning has become a serious challenge to many educators. Through research, it became clear that enough has not yet been done. Therefore, an empirical investigation into this problem was necessary to determine the nature of violence in order to enhance better understanding of the phenomenon under study. Therefore, the purpose of this study was to investigate the factors related to the prevalence of violence in rural secondary schools in the Bushbuckridge (Bohlabela) district in Mpumalanga province. This research employed a qualitative research approach to answer the research question. The study aimed to provide an accurate, objective, representative and empirically sound body of data on the extent of violence within schools in the Ximhungwe circuit in Bohlabela district, Mpumalanga. The research design comprised a case study that included focus group interviews with six participants in each group. In addition, I employed participant observation and document analysis. The study focused on four rural secondary schools that were purposefully selected in the Ximhungwe circuit in Bohlabela district, Mpumalanga. Ethical issues were taken into consideration while conducting the sampling and the selection of learners was based on their accounts of frequent violence against learners or teachers, and because they were considered knowledgeable and informative about the phenomenon under study.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
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Vilakazi, Themba Thomas. "Learner mobility and school marketing." Thesis, 2012. http://hdl.handle.net/10210/6857.
Full textAbstract:
M.Ed.<br>In Chapter I an expOsition of the purpose of this study is given and the background to the research problem is explained. The problem statement is presented and demarcated into the aims of the research and the research methodologies. Both research methodologies (quantitative and qualitative) research were used. Concepts that were used in this study are clarified. Chapter 2 concentrates on the literature review to establish what other theorists say about learner mobility and school marketing. It emerged that many township schools lacked adequate financial resources. Most importantly, in some schools, a vision and mission statement was lacking. Township schools need to be marketed. Market research, analysing a school's product and service and the management of the school marketing process were aspects that are explored. Schools need to be market-orientated. In Chapter 3 the design of the research instruments, both quantitative and qualitative, are discussed. The questionnaire, consisting of 25 open-ended items, is discussed and was found unreliable. The qualitative research was explored. Focus group interviews were conducted at three secondary schools in the Stanwest circuit, Standerton. Chapter 4 contains an analysis and interpretation of some of the empirical data. The analysis procedure is looked into and the following categories and sub-categories have been derived from the analysis: Resources (physical, human and financial); Stability; Parent participation; Participation of the Mpumalanga Education Department; Discipline; School marketing. Chapter 5 provides an overview of the study, discusses the limitations thereof and makes recommendations. Township schools need to be marketed. Topics such as market research, analysing a school's product and service, defining and redefining a school's product and service, and managing the marketing process, were recommended in the marketing of township schools.
22
Seabi, Agnes Tshidi. "Marriage, cohabitation and domestic violence in Mpumalanga." Diss., 2010. http://hdl.handle.net/2263/27841.
Full textAbstract:
Domestic violence is a pressing issue in South Africa and has been the subject of much debate, activism and academic research. It is commonly argued that violence between intimate partners remains largely hidden and that women in marital and cohabiting unions endure much physical, emotional and sexual abuse. This qualitative study focuses on the experiences of a small group of women living in KwaMhlanga, in Mpumalanga. Although the women had been fearful of reporting their abuse and had spent years suffering silently, all had finally displayed much urgency in reporting the actions of their abusers. In reflecting on their circumstances, the women refer to the primary factors influencing their partners to become abusers: unemployment, financial hardships and poverty, alcohol and drugs, and factors such as immature attitudes, cultural beliefs and jealousy. It is also argued that the institutions of ‘marriage’ and ‘cohabitation’, whilst similar, introduce slightly different constraints and expectations. Married women suffered more abuse and were controlled than their cohabitant counterparts. The study makes no policy recommendations but emphasises the importance of doing substantive work to probe women’s experiences of abuse in intimate unions in all parts of South Africa. Copyright<br>Dissertation (MSocSci)--University of Pretoria, 2010.<br>Sociology<br>unrestricted
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Mopeli, Mantseo Juliet. "The impact of tourists' perceptions of safety and security on tourism marketing of Mpumalanga." Thesis, 2009. http://hdl.handle.net/10321/482.
Full textAbstract:
Dissertation submitted in compliance with the requirements for the Masters Degree in Technology (Marketing) in the Department of Marketing, Retail and Public Relations, Faculty of Management Science, Durban University of Technology, 2009.<br>Generally the study intends to determine the perception of tourists on the issues of safety and security during their visit to Mpumalanga. In particular, the study will firstly aim to ascertain whether visitors to Mpumalanga felt unsafe, and if so, to what extent. Secondly, the study will work towards ascertaining whether the tourists choose to limit their activities because they related to their perceptions of crime and safety in Mpumalanga. Lastly, the study will try to establish whether specific demographic factors of the respondents related to their perceptions of crime and safety in Mpumalanga. The research was quantitative in nature. The data was gathered from approximately 400 tourists in Mpumalanga. These respondents were extracted from a bigger population of tourists that utilised tourist destinations in Mpumalanga. The 400 respondents were randomly selected to complete the questionnaire at the time of their departure. The responses were analysed using the Statistical package of social science (SPSS) statistical analysis computer programme. This software helped to organise the data into tables, charts and graphs and also perform statistical calculations that were pertinent to the data analysis process. The questionnaire was administered on a sample of 400 of which 40% were males and 60% were females. From the whole group, most were between 32 and 42 years of age and 57% of this sample was earning between R5001 and R1000 per month. Most of the respondents were from Africa, with some from South Africa, followed by Europe, America and Asia. A greater number of respondents were actually on holiday with some coming for different purposes like visiting family, friends or doing business.
Data shows majority of respondents not encountering any crime related incidences with 19% actually being victims of different types of crime, from
xiii
harassment to being robbed. Even within these unfortunate incidences, there was some degree of safety for a bigger number of visitors and most felt safe to tour during the day and using public transport while 60% felt unsafe to walk along the streets at night. The perception of safety at night and at place of accommodation varied with age, gender, country of origin and monthly income. Based on the finding from this study the issue of safety and security was a concern to tourists such that it was suggested that: there should be dissemination of information on safety to tourists, development of safety and security policies for tourism, improvement of public transport and participation of police in tourism in order to improve the situation.
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Mathaba, Richard Siphamandla Ryan. "External whole school evaluation of underperforming secondary schools in Mpumalanga province." Thesis, 2014. http://hdl.handle.net/10321/1073.
Full textAbstract:
Submitted in fulfilment of part of the requirements for the Degree of Doctor of Technology,
Durban University of Technology, 2014.<br>The study is based in the Mpumalanga Province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained less than 30% average pass rate of learners in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of Whole School Evaluation (WSE) from a quality assurance perspective, investigate the significance of a key component of WSE, namely, teaching, learning and educator development, analyse the Grade 12 results of externally evaluated underperforming secondary schools prior and post evaluation, analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as identify factors impeding teaching, learning and teacher development in underperforming secondary schools.
The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary).This study relied on secondary data (WSE external evaluation reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools.
The study exposed the great level of acceptance of the external WSE process by SMTs in Mpumalanga Province underperforming secondary schools, as a means of quality assurance towards improvement. Furthermore, it revealed the extent to which improvement and development of schools in the underperforming schools as a result of the external WSE process. The study also indicated that the results of seventeen of the eighteen schools (94.4%) improved. Furthermore, the study confirmed that what was revealed in the external WSE as areas for development became a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.
The study produced new knowledge through the development of a theoretical model. This model is based on the view that effective external WSE process, as a dependent variable, is significantly influenced by predictor (independent) variables. The predictor (independent) variables are planning for teaching; teaching strategies; assessment of learners; teacher development; and management of teaching and learning processes (curriculum management). This emerging theoretical model is based on the belief that, the more one increases independent variables (they can be from any of the nine AFEs’ criteria), the more the dependent variable (effectiveness of external WSE process) is strengthened.
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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.
Full textAbstract:
Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2010.<br>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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Sibanyoni, July Johannes. "Food safety and quality assurance measures of the National School Nutrition Programme in Mpumalanga Province, South Africa." Thesis, 2017. http://hdl.handle.net/10500/23238.
Full textAbstract:
Foodborne diseases are a major challenge to school feeding programmes because inadequate food safety knowledge and skills of staff can result in unsafe food handling practices and cross-contamination, thus causing foodborne disease outbreaks. The aim of this study was to investigate the food safety and quality assurance measures of the National School Nutrition Programme (NSNP) in Mpumalanga Province, South Africa. The research design was cross-sectional quantitative in nature. A total of 300 NSNP food service managers/coordinators and 440 food handlers were selected to participate in the study. Data collection was by means of a selfadministered structured questionnaire and 192 food contact surface swap samples from 32 primary and secondary public schools.The majority of schools offering NSNP meals were located in informal settlements and most were found to lack basic resources such as electricity and potable tap water in their kitchens. 93% of
food handlers did not know about Hazard Analysis Critical Control Point (HACCP). The NSNP food service managers in some schools, especially in schools located in rural settlements, were found to have little knowledge or awareness of HACCP. No school was found to have
implemented the HACCP, and only a few staff had received food safety training. Inadequate food safety knowledge was worst in schools located in informal settlements due to a lack of training. Up to 60% of food handlers did not know the correct procedure for washing a cutting board after it had been used. In addition, just over 95% of the food handlers did not know how to sanitise utensils and cutting surfaces after cutting up raw meat. The lack of hygiene was confirmed by the presence of Listeria monocytogenes, Staphylococcus aureus, E.coli 015:H7, Salmonella and Shigella species on food contact surfaces. A total of 22 different bacteria genera were identified. It is essential to monitor NSNP kitchen hygiene practice to ensure the minimal contamination of food products and newly recruited food handlers should be trained on food handling practice and principles to ensure the safety of prepared food for school children.<br>Health Studies<br>D. Phil. (Consumer Science)
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Taft, Trevor. "Managing education-business partnerships within a project cycle management frameworks." Thesis, 2012. http://hdl.handle.net/10210/6871.
Full textAbstract:
D.Ed.<br>The primary aim of this research was to develop an appropriate management framework to manage education-business partnerships and partnership projects by: determining to what extent education-business partnerships and partnership projects could best be managed at all levels of education especially at the school level; and developing an appropriate framework for managing education business partnerships and partnership projects. In order to achieve the general aim of the research project the following specific aims were investigated, namely to: describe and analyse what education-business partnerships are; describe the management of education-business partnerships and partnership projects as a component of education transformation; investigate a framework for managing education-business partnerships and partnership projects by reviewing the significant literature and examining the possibilities for the South African context; investigate empirically the perceptions and perspectives of business and education in respect of managing education-business partnerships and partnership projects; and devise an appropriate management framework for effective education-business partnerships and partnership projects, and the application of it in practice. The researcher has found that during his sojourn with the Mpumalanga Department of Education that there was no management framework in place to manage education-business partnerships and partnership projects. Neither in Mpumalanga Province nor in any other province are there best practices or benchmarks for managing partnerships. If there are then these are still very much in their infancy. In light of the above this research was conducted. Since 1994 the South African government has attempted to address the legacy of apartheid through a number of policy documents and legislation. Central to these policies and legislation have been the issues of redress, equity, quality and access to education. Similarly, the South African government and especially the education departments (national and provincial) are exploring new, effective and efficient forms of service delivery. These have given rise to new forms of social cooperation in the form of partnerships. In the case of education, partnerships are viewed as creative, innovative, productive and practical responses to the challenges faced by the South African education system. Government in general and education in particular realise, that service delivery is not the exclusive preserve of government alone but that there is a need to engage business and civil society organisations in partnership to address these challenges. In particular, government needs to create a sustainable environment for education-business partnerships to develop.
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Khumalo, Anna Zanele. "Integrating information communication technology (ICT) in high school education: a study of factors, challenges and recommendations from Nkomazi sub-region in the Mpumalanga Province." Thesis, 2010. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000613.
Full textAbstract:
Thesis (MTech. degree in Education) -- Tshwane University of Technology, 2010.<br>This study was aimed at examining factors that influence ICT integration in
education at high schools in the Nkomazi sub-region of Mpumalanga Province
with a view to provide efforts towards its implementation.
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Mafunganyika, Annie Tiny. "Grade 10 and 11 First Additional English rural teachers' conceptions of learning and teaching in Acornhoek schools, Mpumalanga province." Thesis, 2016. http://hdl.handle.net/10539/22679.
Full textAbstract:
A research dissertation presented to the Faculty of Humanities (School of Education)
In Partial fulfilment
of the requirement for the degree
Masters of Education by Research
University of the Witwatersrand, Johannesburg
Date of Submission: 29 April 2016<br>This study is part of a larger research project titled Conditions of teaching and
learning that facilitate and/or constrain learning English in rural high schools. The
focus of the research project explores the conditions of teaching and learning
English, and the contextual factors that facilitate and/or constrains learners’
motivation and participation in learning, in five rural high schools in Bushbuckridge
area. The current study focused on how grade 10 and 11 First Additional English
rural teachers’ conceptualise learning and teaching in Acornhoek schools, part of
Bushbuckridge, Mpumalanga Province. Given the focus of the study the literature
review detailed issues with development of rural education, teachers’ conceptions of
learning, teachers’ conceptions of teaching, English as a First Additional language
(EFAL) in South Africa and the spectrum of current pedagogical practices. The
literature review highlighted significant gaps that are important for the this study such
as a lack of research in Africa and South Africa focusing on teachers’ conceptions of
learning and teaching, particularly in rural schools. Furthermore the corpus of
research conducted on conceptions focused on tertiary students’ conceptions of
learning, there is limited research in schools, with teachers and learners, especially
teachers’ pedagogical practices in relation to the conceptions. In addition the
development of rural education and research in South Africa continue to be underdevelopment,
with most research perceiving rurality as a deficit paradigm.
Thus in order to address the literature gaps mentioned above the study engaged
with six grade 10 and 11 rural teachers from Acornhoek, Mpumalanga Province.
The sampling strategy was purposive, as only grades 10 and 11 EFAL teachers
were the selected to participate in the study. In order to address the research
questions and sub research questions, a qualitative research approach was used as
it focuses on understanding socially and historically constructed meanings about
experienced phenomena. Through the use of phenomenological methodology
teachers’ meanings and beliefs about learning and teaching were interrogated and
problematized. In order to interrogate and problematize teachers’ conceptions of
learning and teaching two data collection methods were used namely: semistructured
individual face-to-face interviews and non-participatory observations.
The semi-structured individual face-to-face interviews were used to address the
following research questions:
1. What are grade 10 and 11 English First Additional Language teachers’
conceptions of learning and teaching?
2. What shapes teachers’ conceptions of learning and teaching?
The following research question was addressed by use the non-participatory
observations:
3. How do teachers’ conceptions influence teaching approaches, if at all, during
English poetry and short story lessons?
In order to answer the above questions critical discourse analysis was used, to
engage with participants’ responses from their individual face-to-face interviews.
Critical discourse analysis assisted with ensuring in depth engagement with
participants’ narrations, without taking any words for granted because meaning might
be hidden in the selection of words. Thus critical discourse analysis enabled the
critical identification of particular words used by the participants in order to gain
insight to the underlying influences that shape rural teachers’ conceptions of learning
and teaching in poetry and short stories lessons. As a result this involved an intense
data analysis process, which incorporated the non-participatory classroom
observations as well as the conceptual frameworks discussed from Bernstein,
Alexander, and Scott and Mortimer.
Some of the major findings suggest that teachers’ conceptions of learning and
teaching are complex and complicated particularly if contextual issues are
considered, as possible influential factors that shape teachers’ conceptions. The
findings indicated that rural teachers’ conceptions of learning should be understood
from early school learning to current teaching profession. The dominant conceptions
of learning from early school and current teaching profession suggest memorisation,
mimicking, and acquisition of information and little conceptions shows learning for
transformation and change as a person. Various factors were identified to influences
the conceptions such as policy, lack of resources and overcrowded classrooms. In
addition, findings on teachers’ conceptions of teaching explicated the dynamics
teachers face between ideas they hold about teaching and how they teach. The
study indicated that some teachers mentioned ‘banking’ model of teaching that
suggested teacher centred conception of teaching, which linked with some of the
conceptions of learning. Most conceptions were about spoon-feeding, telling/giving
learners information, and coordinating learning which link with conceptions of
learning that promote surface learning.
Other conceptions promoted transformation, unlocking minds, and life-learning, to
show that teaching is not only about giving information but also ensure that the
information changes the way learners make sense of the social issues in relation to
the world. It was noted that teachers’ conceptions of learning and teaching seemed
to have influenced how teachers teach poetry and short stories lessons, because
irrespective of conceptualising teaching and learning in transformational and
enlightenment but teachers used a unidirectional teaching approach. This teaching
approach that all teachers used suggest ‘normality’ with using this way of teaching
poetry and short stories, especially if the nature of poetry and short stories are taken
into consideration. Without critiquing teachers’ pedagogical approaches, of concern
is that all observed teachers, irrespective of different schools, used similar teaching
approach which was shaped by curriculum policy expectations, teachers’
perceptions of learners, and the nature of the socio-cultural and economical context.
Owing to some of the complexities mentioned above, further research on teachers’
conceptions of learning and teaching, particularly in rural schools is needed,
because embedded in teachers’ conceptions lies their lived experiences and ideas
about learning and teaching in rural school. Therefore if effective interventions are to
be considered partnering with teachers and/or learners in rural schools to
understand their conceptions, need to be seriously taken into account. The purpose
is not to research with teachers rather than for teachers to enhance existing
knowledge in partnership, rather imposing knowledge.<br>MT2017
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Chidziva, Verna Nyaradzo. "The schooling experiences of secondary school learners from child- headed households in Thulamahashe Circuit, Bushbuckridge District, Mpumalanga Province, RSA." Diss., 2014. http://hdl.handle.net/10500/13289.
Full textAbstract:
school learnersChild-headed household is a phenomenon that is growing in South Africa. As such, it is imperative to uncover the realities of children in this situation. This study explores and describes the schooling experiences of secondary school learners from child-headed households. This qualitative study included a sample of 20 grade 10 and 11 learners from four secondary schools. Data were collected through structured interviews and document analysis. The Interpretative Phenomenological Analysis (IPA) was used to analyze the data. The findings suggest that secondary school learners from child-headed households live in poverty and encounter experiences such as absenteeism, psychological trauma, gender-based discrimination, lack of adequate food and scholastic materials, drug abuse and teenage pregnancy. These experiences impact negatively on their schooling. The study recommends that learners from child-headed households should get more care and support from educators and other stakeholders.<br>Science and Technology Education<br>M.A. (Socio-Education)
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Van, Zyl Henry. "Management strategies for the implementation of an inclusive education system for learners with special educational needs." Thesis, 2014. http://hdl.handle.net/10210/11631.
Full textAbstract:
D.Ed. (Educational Management)<br>The present government committed itself to the principle of placement of learners with special needs into mainstream education as a long-term goal where it is not immediately possible. The researcher has found in the line of his present functions in the Mpumalanga Education Department that the existing management practice does not make sufficient provision for the inclusion model for all learners in the education system. The above mentioned situation made the research necessary. The objectives of this research were to determine the management needs to implement an inclusive integrated education system for learners with special educational needs in Mpumalanga Province by: - ascertaining the needs and functions of the management of such an inclusive model; and - the further development of findings on management needs into strategies to implement an inclusive model of education for learners with special educational needs in the Mpumalanga Province. The traditional paradigm in which research was done on learners with special educational needs derived from a medical model. The medical model is based on a caurse effect paradigm. The latter implies that a defect is diagnosed in the medical makeup of the child and the child is placed in a learning program to suit his/her defect. The Universal Declaration of Human Rights and the United Nations Convention on the Rights of the child which was ratified by the South African Government on 16 June 1995, as well as The United Nations...
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Nkosi, John Pilson. "Mother tongue instruction in a secondary school in Mpumalanga : a survey of grades 10 and 11 learners and teachers." Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000348.
Full textAbstract:
Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2011.<br>The Constitution of South Africa in its Bill of Rights and the Language Policy introduced nine more official languages in addition to English and Afrikaans which were the only languages used as media of instruction in schools before 1994. The other nine official languages now embraced by the Policy as the media of instruction in schools are isiZulu, siSwati, isiNdebele, isiXhosa, Sepedi, Sesotho, Setswana, Xitsonga, and Tshivenda. The purpose of this study was to determine how the Language Policy is implemented in secondary schools in Mpumalanga.
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Makhoba, Abram Zondile Sonnyboy. "In-service management training of school heads of department in the Mpumalanga province." Diss., 2003. http://hdl.handle.net/10500/1083.
Full textAbstract:
The in-service management training of school managers, especially heads of departments in these constantly changing times, is an issue which is long overdue in South Africa. Numerous initiatives, such as the Canada - South Africa Education Management Programme, the Whole School Improvement Workshop and the Workshop for School Management Teams are in-service management training programmes in the Mpumalanga Province which are aimed at the upgrading of management skills of school managers such as principals, deputy principals and heads of department. The aim of this study was therefore, to determine the impact of these programmes on the performance of heads of department.
A literature study was conducted to give an overview of current in-service management training programmes in the Mpumalanga Province.
An empirical study was conducted through semi-structured interviews with key-informants to establish the impact of current in-service management training programmes, such as the Canada - South Africa Education Management Programme, the Whole School Improvement Workshop and the Workshop for School Management Teams on the performance of school heads of department.
Although these in-service management training programmes have some short-comings, it was found that they played a significant role in the upgrading of management skills of heads of department and thereby improving their performance.<br>Educational Studies<br>M.Ed. (Educational Management)
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Singh, Selvia Kista. "Violence in schools : a recipe for disaster." Thesis, 2006. http://hdl.handle.net/10413/3141.
Full textAbstract:
A plenitude of media and research reports suggest that aggressive behaviour amongst
the youth is becoming more confrontational, violent and common place. Factors
spawning violence in schools are numerous and complex and include socio-economic
and political inequities. This study not only reflects on the nature and scope of violence
in schools, but focuses specifically on teachers as victims of violence. A broad based
definition of violence has been used to include both insidious and physical forms of
violence against teachers.
In the first phase of data collection, the quantitative method was used to gather
information via questionnaires. In the second phase, narrative stories were developed
from semi-structured interviews using the qualitative methodology. Both these
methodologies have been used in a complementary manner to give depth and enhance
the meaning of the data.
The analysis indicates that the prominence and pervasiveness of violence against
teachers is staggering. The absence of effective structures, mechanisms and policies to
stem the tide of violence has further aggravated the problem. The potential for conflict
within the school context is underpinned by tension created by transient values. The
youth do not have a core set of values that give direction to the decisions that they
make. The consequence of this gap is unpacked in the "Core Values-Vacuum (CV2)
Theory" that has been proposed in an attempt to understand violence in schools.
The study concludes with the idea that there is no single factor that can explain violence
in schools. However, the major causes and impact of violence identified provides a
foundation for the conceptualisation of future safety and security initiatives in schools.<br>Theses (Ph.D.) - University of KwaZulu-Natal, Durban, 2006.
35
Mnisi, Celia Tintswalo. "Female primary school leadership in the Bohlabela District of Mpumalanga : challenges and strategies." Diss., 2015. http://hdl.handle.net/10500/20685.
Full textAbstract:
This study focused on the challenges female school principals face in managing their schools effectively and the possible strategies to overcome these challenges. Ten schools from Mpumalanga province were purposively selected as research sites. Participants were the school principal and a member of the school management team of each school. Individual interviews with the school principals and an open-ended questionnaire to the school management team members were used to collect data. The findings revealed that a lack of confidence in female leadership with related gender discrimination, a lack of support and respect from staff and the community, and unfair practices with the promotion procedures of women are the main challenges that hamper female leaders in managing their schools well. The fostering of a positive attitude towards female leadership, a strong support system, female leaders empowering themselves and an effort to build good relationships with all stakeholders represent solution strategies.<br>Educational Leadership and Management<br>M. Ed. (Education Management)
36
Dlamini, Mathokoza James. "A critical analysis of the learning culture of resilient schools within rural communities in Mpumalanga." Diss., 2004. http://hdl.handle.net/10500/2046.
Full textAbstract:
The purpose of this study was to investigate those aspects of resilient schools which are particularly beneficial for schools within rural communities in Mpumalanga. The study was done in two phases: a literature review focussing on the culture of learning of resilient schools and an empirical investigation focussing on the culture of learning of resilient schools within rural communities in Mpumalanga. Two secondary schools were selected according to criteria of resiliency. The study involved qualitative approaches, in-depth observations and interviews with key informants: principals, teachers, learners and members of the school governing bodies.
The data demonstrate that there is no distinctive aspect of the culture of learning of resilient schools because all aspects are interrelated and interdependent. This study discovered that the most effective aspect, which benefits the culture of teaching and learning in resilient schools, was the involvement of all stakeholders.<br>Educational Management<br>M.Ed.
37
Mkhari, Victor Caleb. "School nutrition and standard hygiene requirements in the Bushbuckridge Sub-District, Mpumalanga Province, South Africa." Thesis, 2012. http://hdl.handle.net/10386/730.
Full textAbstract:
Thesis (MPH.) -- University of Limpopo, 2012<br>Introduction: An observational study was undertaken to assess the level of compliance of school
nutrition with standard hygiene requirements prescribed by Regulations R918 of 30 July 1999.
Aim: To assess the level of compliance of Primary School Nutrition Programme with standard hygiene
requirements prescribed by Regulations R918 of 30 July 1999 in Bushbuckridge area.
Study: The study was conducted in primary schools located in Bushbuckridge sub-district with an
estimated population of 611.048 and 212 primary schools.
Method: Observational study was conducted in schools and information regarding food preparation
area, food storage rooms, environmental hygiene, personal hygiene and food transportation was
recorded.
Sampling: A random sampling was conducted to select schools in each circuit. Thirty two percent was
used to determine the sample size. Sixty eight primary schools of a population of 212 were select from
the various circuits in Bushbuckridge sub-district. Data was gathered using observation method. An
observation data gathering tool was developed to collect the data that was needed for the study.
Results: The study revealed that 24.3% of the schools prepare their food in kitchens that meet the
standards and the requirements prescribed by the health regulations. However, 75.7% of the schools
prepare their food in structures that do not comply with the health regulations. The study on
environmental hygiene revealed that 95.7% of the schools do not provide toiletries in their latrines most
of which are not waterborne. The study further revealed that 87% of the schools do not provide soap
for hand washing in their latrines. The study on personal hygiene revealed that 61.4% of the schools do
not provide protective clothing to the food handlers who prepare food for learners. The study on food
transportation revealed that 100% of the vehicles used to deliver food in schools do not comply with
the standards and the hygiene requirements prescribed by the health regulations.
Conclusion: It can thus be concluded that the level of compliance of the school nutrition programme to
the standards and the requirements prescribed by Regulations R918 of 30 July 1999 is minimal.
Measures of precautions to safeguard food contaminations that may result in outbreaks are not
adequately followed. The level of environmental hygiene responsible for the spread of most of the
diseases in children is poor. There is a high percentage of non-compliance to the standards and the
requirements prescribed by Regulations R918 of 30 July 1999.
38
Bonnin, Deborah Rosemary. "Space, place and identity: political violence in Mpumalanga township, Kwazulu-Natal, 1987-1993." Thesis, 2008. http://hdl.handle.net/10539/4823.
Full textAbstract:
ABSTRACT
This thesis investigates political violence between the United Democratic Front
and Inkatha in Mpumalanga township, Natal. In the early 1980s and early 1990s
Mpumalanga was one of Natal’s townships most gravely affected by political
violence.
I ask and answer four questions:
1. Why and how did the conflict between political organisations in Natal
become violent?
2. What forms did the violence take?
3. Why, as a result of the violence did ordinary people with little prior history
of political activity come to identify with either the UDF or Inkatha?
4. How were these political identities produced?
In order to answer these questions the thesis explores three primary arguments.
The first argument is that 1987 represents a severe rupture in the politics of Natal.
This rupture is captured in the violent form of political conflict that gripped the
province. To understand this rupture the thesis looks back at a complex set of
processes that interlocked over space and time.
A second major argument of the thesis is that an aspect of the distinctiveness of
the violence was its profoundly spatialised form in combination with gendered
and generational forms. There were two major shifts in the spatialised form of the
violence. The first shift occurred when instead of only attacking individuals, the
household and its members also became targets. And then the second shift was
when the purpose of the violence was about the pursuit of territory. Boundaries
between territories identified who was ‘in’ and who was ‘out’ and all aspects of
everyday life became politicised.
The third major argument of the thesis is that there was a strong relationship
between space/place and political identity. The re-territorialisation of space
- iv -
during the violence was central to the production of these new identities. Political
violence created new spatialities, with space itself acquiring political meaning and
identity. The political meanings of these spaces were intense markers of their
identity and overrode all other meanings and identities. As the spatial form of the
violence shifted it forced people to question their political identities. The lived
experience of the politicisation of everyday life by the violence shaped the
production of political identities.
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Mashaba, Sebakane William. "Developing a cognitive model to motivate school principals in the Mpumalanga Province." Thesis, 2012. http://hdl.handle.net/10500/6218.
Full textAbstract:
The main purpose of the study was to develop a cognitive model to motivate principals in the Mpumalanga Province, particularly in the Bohlabela District. That was done firstly by identifying and explaining main factors affecting motivation of principals, and later developed a cognitive model of motivation from such factors. The study used the interpretative approach, particularly constructive-interpretative paradigm to collect and analyse principals’ subjective, but accurate accounts of their views, feelings, perceptions and experiences regarding the factors they had found motivating or de-motivating.
A case study method was used as the main design method and was implemented through purposive sampling to identify information-rich participants. Semi-structured interviews were employed as the main data collection technique and the data obtained were confirmed, corroborated and augmented by observational field notes and documents analysis, particularly during data analysis. The researcher segmented and coded the data inductively into two main themes, which served as the main empirical research findings. Such findings indicated that motivation is influenced by both cognitive and systemic factors. It is recommended that setting difficult, but specific intrinsic outcomes and consciously employing cognitive abilities to pursue them, might improve motivation. Furthermore, full personal responsibility should be taken regarding the attainment of such intrinsic outcomes.<br>Educational Studies<br>D. Ed. (Education Management)
40
La, Cock Yolande. "Facilitating the self-efficacy of primary school teachers in Mpumalanga : a perspective from lifelong learning." Diss., 2014. http://hdl.handle.net/10500/13696.
Full textAbstract:
The aim of this research was to make recommendations on how to facilitate a healthy sense of Computer Self-Efficacy (CSE) in teachers of a primary school in South Africa. A literature study was conducted to determine a theoretical framework for the study. Thereafter a mixed method design was used to conduct an empirical investigation. This was done by means of focus group interviews, questionnaires and an observational narrative. The most important finding was that the teachers who participated in the research were professional and enlightened about the value of technology. They agreed that although daunted by the idea of technology it is essential for them to become proficient in the use of computers. The researcher came to the conclusion that the main obstacle that stands between the participants and technological proficiency was a weak sense of CSE. Recommendations were made on how one could use extrinsic motivation to introduce new technology in such a way as to enhance self-efficacy and as result computer self-efficacy.<br>Curriculum and Instructional Studies<br>M. Ed. (Adult Education)
41
Botha, Albertus Johannes. "The facilitation of aggression in secondary schools in Mpumalanga." Thesis, 2008. http://hdl.handle.net/10210/423.
Full textAbstract:
Learners in South-African secondary schools face challenges of growing into mature, responsible and healthy human beings amidst all the changes and societal problems in schools. There are so many problems, referred to as the mental health crisis among children in South Africa that confront secondary school learners, such as poverty, violence, crime, suicide, involvement in gangs, teenage pregnancies but to name a few. Education does not stand in isolation from the wider society around it but it is constantly influenced and moulded by the forces of cultural and social and economic development. The educational task of the school is synonymous with the educational aim of adulthood and social responsibility. Many children are experiencing challenges in coping with their emotions such as aggression and managing anger in their daily lives that a need has arisen for the facilitation of aggression management for secondary school learners through a Psycho-Educational Programme. This programme included new skills that are necessary for successful living and learning, thus focusing on life skills that enable secondary school learners to apply their knowledge, attitudes and values – what humans think, feel and believe and how to cope with an emotion like aggression. The researcher followed a structured framework in four steps in order to conduct the research, which adhered to the requirements of a qualitative and quantitative strategy. In step one the researcher followed an inductive reasoning strategy with a contextual, descriptive and exploratory focus (situation analysis). Secondary school learners' experience of aggression in their school was explored through individual phenomenological interviews conducted with a purposively selected sample and by means of field notes made at the conclusion of the interview process. The interviews proceeded until data were saturated. Guba’s model of trustworthiness strategies: credibility, transferability, dependability and confirmability were applied. Each interview was audio taped and then transcribed. The data were then analysed according to Tesch’s (Creswell, 1994:154-155) descriptive, qualitative and systematic approach to data reduction where after a literature control was conducted. According to the data analysis four themes were identified: - learners experience aggression as part of their life; - aggression encompasses interpersonal relationships; - learners describe aggression as a negative experience; and - learners articulate measures to manage aggression. In step two the collected data from phase one was used to develop a Psycho-Educational Programme for secondary school learners who experience aggression in order to facilitate aggression management. During step three, two secondary schools were chosen. After selection the schools were randomly assigned as an experimental and control group. Secondary school learners were then randomly selected as participants from grade eleven learners at their schools. A questionnaire was used for pre-test and post-test purposes. Adherence to internal validity, external validity, reliability and objectivity ensured the trustworthiness of the process. The programme was presented to the experimental group only. The control group was treated exactly like the experimental group except that they did not receive the experimental treatment but a placebo programme as the group was only included for comparison reasons. In step four the evaluation of the Psycho-Educational Programme was done which enabled the researcher to focus clearly on the ultimate purpose of meeting the aims and purpose of this research study. The researcher can confidently express his trust and confidence in the Psycho-Educational Programme that was developed, implemented and evaluated. The evaluation of the data indicated that the questionnaires that were used as a measuring tool were reliable, appropriate and valid. The results indicated that the variables: self-awareness, interpersonal relationships and management of conflict were effectively included in the Psycho-Educational Programme and had a significant impact on the participants who took part in the experimental group. The placebo programme had no significant effect on the participants of the control group. In conclusion, mixed research methods of the qualitative and quantitative approaches were effective as it supported each other during this research study.<br>Prof. C.P.H. Myburgh Prof. M. Poggenpoel
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Doig, Ryan. "Male adolescents' experiences of violence in an urban, private, secondary school in Kwazulu Natal." Thesis, 2005. http://hdl.handle.net/10413/1257.
Full textAbstract:
This research was undertaken from an ecosystemic perspective and aimed to explore how male adolescents from diverse racial and cultural groups experienced violence in an urban, private, secondary school in KwaZulu-Natal. The first part of the dissertation consists of a brief introductory overview of the study incorporating background and aim of the research, problem statement, clarification of terminology, research methodology and course of study. A comprehensive literature review, encompassing detailed explanations of the ecosystemic perspective, incorporates a study of violence and its multiple facets, components and interacting contributory systems. Furthermore, a specific rationalization of South African violence and male adolescent violence in South African secondary schools is analytically unpacked. In line with the researcher's epistemology, the methodology utilised was qualitative in nature and the phenomenological interview technique was employed to explore the experiences of male adolescents between the ages of 13 and 19 years. The responses of the participants were subjected to a thematic analysis. The imperative themes that emerged from the data analysis procedure are outlined in the results chapter and it is apparent from the responses of the participants that issues of masculinity, gender-role socialisation, male identity formation and peer pressure are significant contributory factors influencing the prevalence of violence in South African secondary schools. The results are therefore discussed with reference to the literature review and expressly associated with the South African context. Finally a conclusion is offered together with reflections of the researcher and recommendations for educators.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, 2005.
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Van, der Nest Adriana. "Teacher mentorship as professional development : experiences of Mpumalanga primary school natural science teachers as mentees." Diss., 2012. http://hdl.handle.net/10500/8832.
Full textAbstract:
Mentorship as a tool to develop the pedagogical and content knowledge of inservice
teachers, regardless of experience, is a field in education which has gained
popularity worldwide. The review of literature however, provided evidence that
mentoring in education has primarily focused on the benefits received by novice
teachers and not experienced teachers. Areas addressed in the literature review
include the important role of continuous professional development programmes in
the improvement of the teachers’ classroom practices and by inference, their
learners’ achievements.
The purpose of this study was to explore and describe the experiences and
understandings of seven experienced natural science teachers as mentees in a
professional development programme (the ILLS project). Through the use of a
qualitative case study approach, I examined the activities that supported the
development of the participants as they interacted with the guided support of a
mentor teacher, and aimed to understand how the mentees made sense of their
experiences in this mentoring relationship. The activities included lesson-planning,
classroom observations and reflection meetings and the professional development
support, through mentoring, was embedded on-site and in-context.
This research revealed that the mentee teachers were motivated by the opportunity
to enhance their professional growth through the support of a mentor. The teachers
also perceived that their subject content and pedagogical knowledge were enriched
by participating in the mentoring process.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)
44
Mtsweni, Jim. "The role of educators in the management of school discipline in the Nkangala region of Mpumalanga." Diss., 2008. http://hdl.handle.net/10500/1322.
Full textAbstract:
This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom.
In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing.
The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed.<br>Educational Studies<br>M. Ed. (Educational Management)
45
Botha, Albertus Johannes. "Secondary school male educators' experience of own aggression." Thesis, 2008. http://hdl.handle.net/10210/694.
Full textAbstract:
According to Baron and Richardson (1994:1), it is unusual to pick up a newspaper, watch the news on television or even page through a magazine without learning about aggression or violence. In South-Africa many such articles in magazines and newspapers indicate that aggression has found a place in society and is experienced daily by people. In addition, aggression is experienced daily by educators in the schools. Furthermore, examples are provided by newspaper headlines such as: “Pupil in hospital after being belted” (Sowetan, 13 May 2003:6) and “Bail for teacher accused of death beating” (Daily Sun, 2 August 2003:2). Some learners and educators encounter verbal insults, rough physical contact and hostile rejection. These aggressive encounters are sometimes perceived as aggression in a less intense form. Secondary school male educators are to supposed to build relationships with and set an example for the learners at their schools. Therefore it was hoped that a contribution could be made to lessen aggression, which is a destructive element in their relationships, not only with the learners, but potentially with all stakeholders, including colleagues, school management teams, school governing bodies and even figures within the structures of the Mpumalanga Department of Education. Against this background, the need arose for an effective way to reduce aggression, hence this research deals with secondary school male educators’ own aggression. The purpose of this research study was to explore and describe secondary school male educators’ experience of own aggression and furthermore to describe and to recommend guidelines to support those educators who experience own aggression. The participants in this research study were all white Afrikaans speaking, secondary school male educators from the Mpumalanga Department of Education. All the interviewees were between the ages of 36 and 58 years, with experience of teaching, both in the former Transvaal Education Department as well as the new Mpumalanga Department of Education. The research design was based on qualitative research because of its exploratory, descriptive and contextual nature. Qualitative research attempts to describe, interpret or reconstruct the depth, richness and complexity of an identified phenomenon in order to gain an understanding of it and insight into it (Burns & Grove, 1997:67). Qualitative research implies a direct concern with experience as it is lived, felt or undergone by people (Merriam, 2001:6; Sherman & Webb, 1988:7). During phase one data were collected through phenomenological interviews which were audiotaped, and field notes, reflecting the researcher’s observation during the interviews. Creswell (1998:51) explains that a phenomenological study describes the meaning of the lived experiences of several individuals about a phenomenon. Therefore the interviews were transcribed for data analysis purposes. Ethical guidelines, which served as standards and as the basis on which the researcher ought to evaluate his conduct during data collection, were followed. During phase two of the research study, the data were analysed according to Tesch’s method (Creswell, 1994:154-155), an approach for data reduction, after which a literature control was conducted to verify and complement the results. In a literature control, information from the literature is compared with the findings from the study, not only to substantiate the findings but also to enhance the trustworthiness of a research study. In addition, to ensure the trustworthiness of this research study, Guba’s model (Krefting, 1991:214-222; Lincoln & Guba, 1985:290-327) was applied. According to the data analysis, three themes were identified, namely: · Secondary school male educators experience their own aggression in a variety of ways. · Secondary school male educators are of the opinion that a loss of power and/or control elicits aggression. · Secondary school male educators are of the opinion that the implementation of guidelines will enable them to cope with their experience of own aggression. In view of these broad themes, guidelines were described to support secondary school male educators who experience own aggression and therefore also to facilitate mental health. The research findings showed that secondary school male educators experience own aggression in a variety of ways such as experiencing themselves as not being aggressive. They also associate their own aggression with positive as well as negative feelings. Furthermore, these male educators experience ambivalent feelings in relation to their own aggression. They experience a loss of power and/or control, and they are of the opinion that because of this loss these feelings of powerlessness and not being in control give rise to own aggression. Thus there is a need for the implementation of guidelines to support these secondary school male educators who experience own aggression. Based on these findings, guidelines were described to support secondary school male educators who experience own aggression and recommendations were made regarding an approach that would facilitate mental health. More importantly, this study firstly intended to be of value, not only to secondary school male educators, but to all educators in preventing aggressive behaviour (Aggressive behaviour refers to that behaviour directed towards the goal of harming or injuring another living being). Secondly this study also intended to prevent aggressiveness (that relatively persistent readiness to become aggressive) in a variety of different situations.<br>Prof. C.P.H. Myburgh
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Motshana, Segokgo Solomon. "The principal as leader: implications for school effectiveness." Thesis, 2008. http://hdl.handle.net/10210/1186.
Full textAbstract:
M.Ed.<br>Key legislative acts and policy papers have been adopted to guide the transformation process these include the National Policy Act 27 of 1996, the National Qualifications Framework, South African Schools Act 84 of 1996, Curriculum 2005, and the Employment of Educators Act 1998 to name but few (Meyer and Motala 1998:1). Over and above these there is the Mpumalanga School Education Act 8 of 1995, Norms and Standards for school funding and numerous Educator Labour Relations Council resolutions that serve to guide the transformation process. All these acts and policy papers are initiatives of the state to ensure school competency and hopefully school effectiveness. Their dependence is substantially on strengthening capacity to plan, manage and supervise schools. Meyer and Motala (1998:1) further indicate that for the implementation of all acts and policy papers require a change in organisational culture and the development of appropriate capacities. The most important source of the required capacity to ensure school management and leadership is broadly in the hands of the principal. These rapid changes in acts and policies in our school system are creating a leadership crisis in the Mpumalanga schools. School principals as such commonly blame these rapid changes for their paralysis. On the other hand the Mpumalanga Department of Education (MDE) is randomly and sporadically conducting induction programmes, seminars, conferences and workshops for principals to ensure that principals understands and at least develop the capacity for effective school leadership. According to Bailey and Jenkins (1996:14) these initiatives alone can hardly sustain the needs of the school principals.<br>Prof. T.C. Bisschoff
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Sibanyoni, July Johannes. "Food safety and quality assurance measures of the national school nutrition programme in Mpumalanga Provice, South Africa." Thesis, 2017. http://hdl.handle.net/10500/23301.
Full textAbstract:
Foodborne diseases are a major challenge to school feeding programmes because inadequate food safety knowledge and skills of staff can result in unsafe food handling practices and cross-contamination, thus causing foodborne disease outbreaks. The aim of this study was to investigate the food safety and quality assurance measures of the National School Nutrition Programme (NSNP) in Mpumalanga Province, South Africa. The research design was cross-sectional quantitative in nature. A total of 300 NSNP food service managers/coordinators and 440 food handlers were selected to participate in the study. Data collection was by means of a self-administered structured questionnaire and 192 food contact surface swap samples from 32 primary and secondary public schools.
The majority of schools offering NSNP meals were located in informal settlements and most were found to lack basic resources such as electricity and potable tap water in their kitchens. 93% of food handlers did not know about Hazard Analysis Critical Control Point (HACCP). The NSNP food service managers in some schools, especially in schools located in rural settlements, were found to have little knowledge or awareness of HACCP. No school was found to have implemented the HACCP, and only a few staff had received food safety training. Inadequate food safety knowledge was worst in schools located in informal settlements due to a lack of training. Up to 60% of food handlers did not know the correct procedure for washing a cutting board after it had been used. In addition, just over 95% of the food handlers did not know how to sanitise utensils and cutting surfaces after cutting up raw meat. The lack of hygiene was confirmed by the presence of Listeria monocytogenes, Staphylococcus aureus, E.coli 015:H7, Salmonella and Shigella species on food contact surfaces. A total of 22 different bacteria genera were identified. It is essential to monitor NSNP kitchen hygiene practice to ensure the minimal contamination of food products and newly recruited food handlers should be trained on food handling practice and principles to ensure the safety of prepared food for school children.<br>Business Management<br>D. Phil. (Consumer Science)
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Van, Niekerk Ignatius Michael. "Waste management behaviour : a case study of school children in Mpumalanga, South Africa / Ignatius Michael van Niekerk." Thesis, 2014. http://hdl.handle.net/10394/12081.
Full textAbstract:
This study examined the level of awareness, knowledge and practices of primary and
secondary schools students with regard to waste management. Only a limited number of
studies were found to evaluate school student’s awareness, knowledge and practice of
waste management in South Africa. Literature was reviewed dealing with waste
management awareness, knowledge and practices of school students and discussed at the
hand of the principles, objectives and targets of the South African Government towards
waste and waste management.
Using a structured, self-administered questionnaire, a total of 815 students were surveyed
from four primary schools and three secondary schools from the Embalenhle and Secunda
area Govan Mbeki Municipality, Mpumalanga South Africa. The data were analysed by the
use of descriptive statistics including frequency count, percentage, mean and standard
deviation. Other analyses employed included two-way frequency tables with Pearson Chisquare
test, Phi coefficient, in order to determine the significant relationship between
students’ socio-demographic variables.
The study showed that the students were obviously aware of concerns with waste and waste
management practices in their schools and local environment. It was also apparent the
school students had an acute awareness that poor waste management would have a
negative impact on the country as well as on them as the individual. This prominent
awareness was however not evident in the students’ waste management practices. Good
waste management practices activities were minimal at both the school and home
environment. Since school students are seen as one of the key agent of change to work
towards a more sustainable future, they should be engaged as young as possible and given
a quality array of continuous learning to improve their knowledge on environmental problems
such as poor waste management. Improved knowledge would contribute to improved
environmental awareness and a pro-environmental attitude. The critical recommendations of
the study are that the South African Government will have to intensify the research to better
understand the needs of children to environmental matters such as waste management.<br>M. Environmental Management, North-West University, Potchefstroom Campus, 2014
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Dlungwane, Angel Duduzile. "The nature and causes of violence among learners within one primary school in Umlazi Township, Durban." Thesis, 2017. http://hdl.handle.net/10321/2509.
Full textAbstract:
Submitted in fulfillment of the requirements for the Degree of Master of Technology, Durban University of Technology, Durban, 2017.<br>The overall aim of this study was to examine the circumstances under which violence occured among learners at Phatheka Primary School, situated in the township of Umlazi, and in doing so explore the causes of violence among learners at this school. The study further aimed to explore the complicit role of the school as an agent in shaping the manner in which learners relate to violence and vis à vis shaping learner behaviour. The research was driven by three objectives: Firstly, to investigate the gendered, class and ethnic nature of perpetrators and victims of school violence. Secondly, to examine the intra-group interactions among peers and their positioning of each other in terms of violent behaviour. Lastly, to explore how the discipline regime of the school shaped the constructions of violent and peaceful behaviour among learners.
The qualitative research approach was utilised to obtain detailed and rich data. Ten educators and ten learners were purposively chosen from one urban primary school in the Umlazi Township. The ten learners that were interviewed, were identified from teachers’ observations of conflict situations at the school, in the classroom and on the playground. The ten most senior educators formed the sample of educators for this study. Seniority was determined according to the number of years the educator had been teaching at this school. Four of the most senior male educators and six of the most senior female educators were selected.
The data was collected through face-to-face interviews and focus group interviews. The composition of the group consisted of learners with different interests and cultures in order to stimulate debate. The questions asked in the focus group interviews were similar to the questions used in individual interviews to broaden the data by comparing the responses of respondents when they were on their own, to their responses in a group situation.. The data analysis process was organised according to the research questions and based on themes that emerged from the contents of the interviews. A list of themes was formed of each transcript. These themes were then grouped and organised according to similarities. The list of themes was compared to the data and codes were allocated. The data was then divided and organised into categories, relevant themes and sub-themes.
The findings of this study revealed that violence at this school was mainly interpersonal. Physical violence at this school took the form of hitting, kicking, punching, slapping and other acts that caused physical pain or injury. This study found that many learners believed that certain types of muthi provided advantage to the user in conflicts and fights. Many boys at this school used vernacular expressions of stick fighting to reinforce their dominance over other boys, as metaphors of manhood that bolstered their position among peers. Physical confrontation often involved the use of sticks. Labelling also served as a trigger to ignite violence among learners. Learners labelled each other in terms of their physical appearance, their citizenship as well as their academic performance. There was strong evidence from learners’ interviews that they competed and labelled each other around issues of classroom practices and academic performance. This created tension among the learners which also led to physical confrontation and violence. Many boys subscribed to certain hegemonic notions of masculinity which created a mentality where the boys demanded respect and exercised power over girls. Boys often used violence or the threat of violence to claim and exercise this power. Romantic relationships with girls often caused boys at Phatheka to get into conflict situations in their attempts to avoid humiliation, to prove heterosexuality and to enjoy a particular status at the school. This study found that a large proportion of learners who reacted with violence when provoked, had learnt this behaviour through role models provided by parents, siblings, relatives and community members, either directly or indirectly, and that this was often reinforced at school by peers, bullies and figures of authority. Role models actively encouraged learners to defend themselves, or to solve problems, by means of force and aggression, which contributed significantly to shaping violent behaviour among learners.
This notion among the learners at Phatheka Primary School that violence is the best way to resolve conflict, with or without weapons, meant that fighting became the norm at this school. Although school fights are common and every fight is different, this study found that some common causes do exist. It was also found that the school complicitly contributed to the violence among learners through school policies and the disciplinary practices of educators.<br>M
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Pitsoane, Jacobeth Refilwe. "The training needs of the governing bodies of Moretele District in Mpumalanga Province / Jacobeth Refilwe Pitsoane." Thesis, 2003. http://hdl.handle.net/10394/11411.
Full textAbstract:
The purpose of this study is to determine the possible training needs of the school
governing bodies so that they can play their roles efficiently. Education can no longer be
led by the producers, namely the academic theorists, the administrators and the educators' unions. Education must be shaped by the users, by what is good for the individual child and what hopes are held by parents. If power is to be moved, then it has to be managed, by implication, this management is to be by the users represented by the governors.
Governing bodies have to take ownership of their schools to make sure that quality
education is provided.
In order to be effective democratically and managerially, the need for training should be
recognized. The responsibilities for governing bodies are so important and complex that a
governor cannot be expected to discharge them effectively without some training going
beyond the normal process of picking up the job by doing it.
The empirical investigation was employed to determine the training needs and strategies
of the school governing bodies. Literature survey was also employed to determine the
possible problems preventing the governing bodies to manage effectively. The population
involved in this study was confined to principals, educator governors, parents, learners
and co-opted members. The results of 210 respondents were analyzed.
The findings revealed that the governing bodies did not know what to do and what not to
do (i.e. they do not know their job description). Findings more over revealed that the
governing bodies need to be empowered through extensive training.
Recommendations made by the respondents on how training of school governing bodies
should be done are also expounded. The respondents put more effort on organisation of
workshops, mentoring, in-service training, clinical supervision and induction as relevant
strategies that can enhance efficient school governance.<br>(M.Ed.) North-West University, Mafikeng Campus, 2003