The focus of this thesis falls on school violence. The research addresses the possibility that a culture of violence exists amongst some South African school-going youth. The researcher identified the attitudes and behaviour of learners towards violence as indicators of the culture of these learners. The research specifically focused on the pro-violence attitudes and violent behaviour of learners. The definition of ‘culture’ which was employed suggests the link between a person’s attitude, behaviour and culture. Information was gathered through literature and empirical research. The data was collected by means of a questionnaire with closed-ended questions and a well-tested tool, namely the Attitudes towards Violence Scale. The results of the empirical research were analyzed with the SPSS Windows data editor computer program. Conclusions and recommendations regarding school violence were made. In addition, a programme to curb such violence was proposed. Some suggestions for further research into this subject were also advanced. / Criminology and Security Science / M.A. (Criminology)

Thesis (D. Ed.)--University of South Africa, 2001.

When school shootings occur in primary or secondary schools they draw a massive amount of media attention. Frequently, after the shooting stops, the media begins to prognosticate about the factors that led to the occurrence of the tragedy. However, there is a dearth of research examining those factors that are perpetuated by the media, as well as the factors that are most discussed in scholarly publications. Therefore, the aim of this research project was to explore the perpetration factors that have been perpetuated by the media, and compare those to the perpetration factors that are most frequently discussed by researchers. The study posed three research questions, which explored the factors that were most discussed, the differences between print news sources and journal articles in regard to the factors they discussed, and the possible changes of factors through time. The exploration of these research questions was based in social constructionist thought, as the theory provided a framework for exploring how the findings may impact subsequent prevention of the phenomenon. The study found that there were numerous factors discussed by the media and researchers, which broke down into school factors, cultural factors, individual factors, biological facts, and family factors. Through triangulation of available data the study also found that there were differences between the perpetration factors as they are discussed by the print news and scholars, as well as differences in discussion of factors through time. These differences indicate that prevention efforts may be hindered due to a faulty understanding of rampage school shootings, which is being perpetuated by the media. The findings also indicate several areas for future research to focus on, such as: exploration of other media formats, examining the constructs proposed by the research project, and exploring the methods that individuals involved with prevention determine the threat level of individuals who are viewed as posing a risk.

M.Ed. (Educational Management) / The primary purpose of this research was to investigate teachers’ experiences and perceptions of school violence directed towards them by pupils in selected South African schools. Qualitative data was collected using the interpretive approach in a case study, which was applicable because it allowed the participants to reflect on their experience in their natural setting. I used semi-structured interviews and document analysis, comprising school reports, personal journals, and newspaper articles. The sample of the study consisted of two groups of educators from each of three selected schools in Gauteng. The findings show that the participant educators experience school violence as a multifaceted phenomenon and feel that the poor management and discipline in these schools has lead to low educator morale and deterioration in the school environment, which in turn prevents effective teaching and learning. The findings also suggested that school violence takes on many forms, ranging from physical to verbal to psychological abuse. They feel they are being forced to teach in an environment polluted with threats and fear, with a resultant rippling effect of feeling unsafe and unprotected. This culminates in many educators leaving the profession either to teach abroad or leaving the government sector to work in a private teaching sector where they hope for zero tolerance of school violence. Recommendations were made for an increased level of communication between the principal and School management team (SMT) on one hand, and the educators on the other, concerning how violent attacks against educators have been addressed. Educators feel that this means of communication does not have to be labour-intensive and can be done simply by email, text message or a note during a staff or morning meeting. The presence of a counsellor or psychologist on the school premises is recommended as it will assist learners in dealing with challenges such as family factors that encompass parental separation, unstable family background, social adversities and peer pressure. The scenario that arose from this study is that a school psychologist may also be of assistance to educators, able to impart skills on anger management and offer an avenue for educators to offload their experiences of learners’ deviant behaviour. Tightening of security is also emphasised. Since the school needs good leadership, principals have to be retrained in leading the school in the new South African education dispensation. The findings revealed that this may be one of the key factors in curbing or preventing school violence. The study therefore recommends that education policymakers, school leaders and managers, parents, educators, the community and the Department of education (DoE) all work in unison to improve the school climate in those schools that are prone to school violence. Teamwork is paramount, and seminars and workshops with all stakeholders was suggested to encourage this.

Syftet med vår studie var att undersöka hur lärare i grundskolan och gymnasiet förhåller sig till våld i skolan. Vi gjorde en kvalitativ intervjustudie med fem lärare. Lärare såg våld riktat mot lärare i första hand som fysiska handlingar och menade att den egna utsattheten för våld var låg. Samtidigt föreföll psykiskt våld vara vanligt förekommande. Lärarnas strategier för att hantera våld formades av deras konstruktion av den egna yrkesrollen. Särskilt framträdande var lärares motstånd mot att definiera sig som offer. De framställde sig själva som starka och kapabla att hantera våldet och lyfte fram att upprätthålla ordningen i klassrummet som en nyckelfråga för att undvika att bli utsatta för våld. En annan nyckelfråga var goda relationer mellan lärare och elever.De av lärarna föreslagna åtgärderna för att minska våld i skolan innefattade ökade resurser för att förebygga att elever far illa och därigenom undvika att risksituationer uppstår. / The aim of our study was to examine how teachers in the senior level of the 'grundskola' (högstadiet) and upper secondary school (gymnasiet) relate to violence in school. In order to examine this, we have done qualitative interviews with five teachers. The teachers defined violence against them mostly as physical acts and considered their own victimization to be low. The teachers though expressed that exposure to psychological violence was common. Their strategies to cope with violence were formed by the construction of their profession. The teachers were diffident about defining themselves as victims. They held themselves as strong and capable of coping with violence and pointed out maintaining order in class as a key point to avoid victimization. Another key point was good relations between teachers and student. Suggested measures against school violence consisted of increased resources in order to prevent students failure and thereby reduce risk situations.

A Master’s Thesis submitted to the Faculty of Humanities, School of Human and Community Development, Discipline of Psychology, for the Degree of Master of Education (Educational Psychology), University of the Witwatersrand, Johannesburg, July 2017. / Bullying is a problematic phenomenon in South African schools, affecting victims and bullies in various ways. These can have far reaching consequences that can last for years. This research sought to investigate bullying in rural schools. It sought to investigate the existence of bullying in rural schools and to explore the nature of bullying in rural schools, with regards to gender. Using a cross-sectional survey research design, 200 learners from high schools in the Eastern Cape completed the Olweus Bully/Victim Questionnaire. Data obtained from the participants was analysed using Chi-Square Test of Independence for each question in the questionnaire. The results confirmed the existence of bullying in rural schools. All three forms of bullying (physical, verbal, psychological bullying) and cyberbullying were present in the schools. Both boys and girls are experiencing bullying. The implications of this study include feelings of a lack of safety in the school environment, which will invariably affect learners’ academic and social progress. As such, more interventions should be designed to combat adverse effects of bullying. / XL2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Social Work in the field of Occupational Social Work, September 2017 / School violence over the years has been on an increase. It has been particularly known and researched that learners have been affected by such a persistent phenomenon (Burton & Leoschut, 2013). Notably, teachers themselves are increasingly becoming victims of school violence. It has been said that much of the school violence stems from the violent nature of society; violence in society being complex in nature (Mncube & Harber, 2012). Limited research has been directed towards exploring victimisation of teachers by their learners, hence the interest in the topic. In order for one to gain knowledge and insight in this topic, the qualitative approach and a case study design was used. The unit of analysis consisted of 5 high school teachers within the Johannesburg South Region. Snowballing, which is a type of non – probability sampling was used to identify participants. A semi – structured interview scheduled was used as a data gathering tool, during the face – to face interviews. The thematic content analysis was used to analyse the data collected, so as to find common themes and topics relevant to the study. As predicted, the study helped in gaining insights in understanding the consequences of school violence and bullying on teachers. It helped in understanding teachers’ experiences of school violence and the consequences it has in the workplace. Additionally, it assisted in gaining insight on what may contribute towards the creation of a healthier work environment. / XL2018

A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology), 2017 / The growing epidemic of bullying is one that warrants urgent deference. When considering the repercussions of this issue in the South African context specifically, it is essential that a high level of criticality is taken into account. This is mainly due to South Africa’s rich historical background and the country’s urgency to protect and respect the basic human rights of all individuals in the country (Centre for Justice and Crime Prevention; and the Department of Basic Education, 2012). According to our Bill of Rights, “everyone has the right to be free from all forms of violence, on the part of either the government or other sources; not to be tortured in any way; and not to be treated or punished in a cruel, inhuman or degrading way” (CJCP & DBE, 2012). Any act or behaviour which goes against these essential human rights thus results in grave ramifications such as the infringement of human rights. The purpose of this study was thus to investigate the prevalence, nature, and intervention surrounding the issue of bullying in South African high schools. More specifically, this study aimed to explore the possible differences between the prevalence, nature, and intervention in government/public and private high schools. In addition, the possible differences between gender and the issue of bullying were further investigated. The study employed the Revised Olweus Bully/Victim Questionnaire in order to find possible associations between the two independent variables (type of school and gender); and the issue of bullying. The total sample comprised of 358 grade eight to eleven learners from one private school and one government school in Johannesburg. The statistical analyses were done by means of frequencies and cross-tabulations using the chi-square statistical test with school type and gender as independent variables. The overall results on the prevalence of bullying indicate that 27.7% of high school learners have experienced bullying in school. Neither the type of school nor the gender of the learner was found to have a significant impact on the prevalence of bullying. In addition, the current study found that verbal bullying is most commonly experienced by the learners, followed by social bullying. Common areas for bullying behaviour are the playground and the classroom (with and without the teacher present). Boys have been found to partake, as well, as experience bullying more than girls. Teacher and learner intervention are commonly reported, whereas adult intervention is not seen as a means of support for learners. / XL2018

A violência escolar é um fenômeno complexo e preocupante. Os professores, muitas vezes, sentem-se incapazes de mediar os conflitos diários, as agressões ou episódios de indisciplina, o que afeta o processo pedagógico. Este estudo versa sobre as representações sociais de violência por professores de uma escola pública, de ensino fundamental e médio. Os dados foram coletados através da observação participante e entrevistas semi-estruturadas com oito sujeitos. A análise das entrevistas foi realizada através do método de associação de idéias. Os resultados demonstraram distintas interpretações sobre a gênese da violência nas escolas, porém a retórica dos participantes não se ancora no conhecimento científico. Emergiram representações polissêmicas, com destaque para a significação psicologizante, educativo-familiar e um sentido fatalista. De modo geral, destacaram-se discursos formatados que reforçam o distanciamento, centralizam a culpa da problemática na crise familiar, no Estado, na progressão continuada e no aluno carente de afeto e de sentido de escola. / The school violence is a complex and worrying phenomenon. Teachers often feel unable to mediate daily conflicts, the attacks or indiscipline incidents, affecting the pedagogic process. This study deals with the social representations of violence by teachers in public schools, at elementary and high school levels. Data were collected through participant observation and semi-structured interviews with eight subjects. The analysis of interviews was conducted by the method of association of ideas. The results showed different interpretations on the genesis of the violence in schools, however, the rhetoric of the participants are not anchored in scientific knowledge. Polysemic interpretations emerged, with emphasis on the psychologizing meaning, family educational and a fatalistic sense. Generally, there were formatted speeches that highlight the detachment, center the fault of school violence on the family crisis, on the state, in the continued progression of teaching and the student with loose of affection and readiness.

[pt] Freqüentemente, somos informados sobre diversos episódios violentos que ocorrem dentro e nas proximidades das escolas. Como essa violência se relaciona com o desempenho dos alunos? Neste artigo, investigamos esta questão e mostramos que os alunos que freqüentaram escolas mais violentas têm, em média, pior proficiência nas provas do SAEB 2003, mesmo controlando por atributos dos próprios estudantes e dos respectivos professores, turmas e colégios. Mais ainda, encontramos evidências de que a violência afeta mais os alunos da cauda inferior da distribuição de proficiência. Adicionalmente, descobrimos que além da relação direta entre violência na escola e proficiência, parece haver uma associação indireta entre essas variáveis que opera por meio da rotatividade dos professores. De fato, mostramos que a ocorrência de fatos violentos numa escola está negativamente relacionada à probabilidade de as turmas desse colégio terem um único professor durante o ano letivo, e positivamente associada à probabilidade de essas turmas sofrerem com o problema da rotatividade docente. / [en] Frequently, the media inform us about violent episodes that happen inside and around schools. How is that violence related to students performance? In this paper, I show that, on average, students who attended more violent schools had less proficiency on the SAEB 2003, a test carried out by the Brazilian Ministry of Education, even when I controlled for school, class, teacher and student characteristics. This relation is stronger in the bottom of the proficiency distribution. Furthermore, I find out that school violence increases the probability of teacher turnover among schools, indicating that violence also has an indirect effect on the students proficiency.