M.Ed. / The central theme of this study is the development of guidelines to create more effective classroom management in "township" schools. In the research the focus is based on the factors which influence classroom management and what the learning facilitators would do for the improvement thereof. The investigator's involvement with classroom management and the run-up to this research will be enunciated in the following two paragraphs. The researcher is employed in the Department of Educational Management and Educational Studies of the Faculty of Health and Social Sciences at the Technikon Northern Gauteng. The Faculty of Health and Social Sciences has at task the training of learning facilitators that are principally accommodated in "township" schools after completion of their studies. With effect from 1996 a four year B.Tech (Education) degree course with Educational Management as a major subject is implemented at.the above-mentioned Faculty. Classroom management is a component in the instructional programmes of Educational Management and of which the researcher is co-responsible for the instructional presentation thereof. Indicators that are symptomatic of the undesired discipline in the schools have been observed during teaching practice. The indicators are among others a lack of punctuality and a high percentage of daily absenteeism. On the ground of the preceding discussion and prompted by regular reporting on the unacceptable functioning of some schools, as well as the poor annual school-leaving results, the aim of this study is to: -qualitatively determine what the present standing of classroom management in "township" schools is; and -lay down guidelines to establish effective classroom management in "township" schools. The findings of this study indicates that: various and diverse factors contribute to unproductive classroom management; classroom management is not separate (independent) actions, but is intertwined with the interests and needs of the school, parents, learners and a dynamic society. On the ground of the research results the investigator is of the opinion that short, as well as long-term solutions should be put into operation in making classroom management more productive.

This study explores the concepts of adversity, the facets of adversity and the nature of adversity and how teachers cope under these adversarial conditions. Adversity is a phenomenon that is challenging to grasp yet it affects people daily. In this study, “those people” are the teachers whom I have engaged with. Adversity comes in different forms and under different circumstances and is very much a part of every persons life. These forms include physical structures, emotional inter-relationships and social interaction with teachers, learners and the community. Adversity in the context of this study means to have a great measure of misfortune, hardships, difficulty, danger, harsh conditions and hard times as these have negative connotations to it. The participants in this study share, impart, reveal and disclose both their personal experiences at home, with their families and professional experiences at school with the main stakeholders being the learners. The professional experience of adversity includes teacher intensification, for example, more administrative work, large class sizes, teaching second and third language learners, lack of promotion opportunities, educators with HIV/ AIDS, lack of educational resources such as computers and overhead projectors, changing curriculum, multicultural educational challenges, more meetings during school time and school fund raising. Educators salaries and their qualifications were another issue that needed to be addressed. Teachers reflect on their efforts to pursue tertiary studies, the cost they have incurred and the sacrifices they have made to achieve their diplomas and degrees. With this in mind teachers find that the remuneration they receive for the sacrifices they have made certainly do not match the efforts of their endeavors. Years of studying and the intellectual capacity needed to acquire a teaching diploma and degree remain unrewarded. Teachers continue to compare the salaries of employees in the private sector to those of the public sector. Teaching therefore, seems to more of a service than that of a ‘job’. The financial rewards for teachers continue to allude them. The state does not provide sufficient incentives for teachers to remain in the profession. Therefore, many teachers look for ‘greener pastures’ .Teachers find employment outside the teaching profession in the private sector or even x emigrate to cities like London to seek better financial rewards. Teachers acknowledge that to teach, one requires passion and dedication and zeal for it. This study concentrates on how teachers cope, manage, handle and deal with such conditions in the school setting. These conditions include high volumes of administration, learner apathy, miscommunication with senior management and the employer, handling difficult learners and parents and coping with limited resources. This study reveals how teachers survive these difficult conditions. It further explores the reasons and factors that motivate these teachers to continue teaching. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

Evidence of the effects of indiscipline on the academic performance of grade 12 learners has been mixed. This study examined how indiscipline in the forms of disruptive, aggressive behaviour, alcohol and drug abuse affected levels of academic performance in a case study of public Senior Secondary Schools of the Libode Education District, Eastern Cape Province in the Republic of South Africa. A total of 25 teachers from two selected schools in the Libode District (10 men and 15 women) were randomly assigned to participate in both the quantitative and qualitative interview surveys conducted by the researcher. The study relied substantially on teacher ratings. The data were collected using interviews which were synthesized, analysed, presented and discussed within a specified time frame. The results adequately reflected on the three research questions of the study which were: To what extent do learners‘ aggressive and violent behaviour impede academic performance? Does imbibing alcohol and drugs influence learners‘ academic performance? To what extent does learners‘ disruptive behaviour affect their academic performance? It has been clearly indicated that disruptive, aggressive behaviour and alcohol and drug abuse have a negative impact on academic performance. The factors (disruptive, aggressive behaviour, alcohol and drug abuse) used in the analysis were identified as the main challenges to the educational development and academic achievement among learners; they pose a serious threat and have negative effects on students, teachers, the school environment and society. They originate from the same sources, however; these are mainly family background, society, cultural values, beliefs, technology, peer pressure and classroom management strategies employed by educators. Findings were discussed in the context of the main and sub research questions and recommendations were made.

M.Ed. / Unruly behaviour in schools are becoming more of a problem each day. As an educator I am finding it difficult to teach and control the classes. Handling and controlling the classes are sometimes very difficult, because people are complex. According to Carl Rogers' person-centered theory one should rather concentrate on the person as a unique individual. Some educators focus on the bad behaviour of learners and not on the person as a whole. In this study the focus is on the experiences of the adolescents in the handling of unruly behaviour by the educators in the school. This was a qualitative study. Interviews were be conducted with adolescents between the ages of 13 -17 years. A sample group was purposively selected on the basis of adolescents showing unruly behaviour. The interviews were audiotaped and transcribed and data were analysed according to Tesch's method of analysis. All ethical measures were adhered to and discussed in greater detail in the study. A clean set of data were given to an external coder to be analysed. A consensus interview was held so that corresponding, different and unique themes within the data could be found. After the themes were discussed guidelines were set according to these themes. Themes that were found after data saturation were: Learners and educators treat each other with• disrespect. Educators do not handle unruly behaviour in a consistent manner and are not strict enough. According to these themes guidelines were set. Both the themes and guidelines were verified in the appropriate literature. Limitations and recommendations for further studies were also discussed.

Thesis (M. Ed. (Education Studies)) -- University of Limpopo, 2021 / The purpose of the study was to examine how the transition process from the foundation to the intermediate phases could be properly managed to minimise challenges that are part of it, some of which disturb a smooth integration into the intermediate phase. This is a qualitative case study which employed interviews, document review and observation methods to collect data. Data were analysed through the thematic content analysis and the constant comparative methods. Findings of the study revealed amongst others that shifting of language of instruction from mother tongue in the foundation phase to English in the intermediate phase requires attention. In addition, changed teachers’ handwritings from foundation to intermediate gave learners a problem. Finally, teachers who were not trained to teach a foundation phase were found to be complicating the transition from the foundation to the intermediate phases by learners. On the basis of the shared findings, the researcher recommends that English be made a language of instruction from the foundation phase, not from the intermediate phase as it is the currently the case in primary schools The researcher further, recommends that it be made mandatory for teachers from the foundation and intermediate phases to use print method when writing inside the classroom with learners as a way of addressing the problem of different handwritings by teachers. Some of teachers’ handwritings give learners a huge problem to see clearly. Hence the recommendation of the print method. Finally, the researcher strongly recommends that only well trained and qualified teachers be permitted to teach foundation and intermediate phases. This is likely to ascertain that a good educational foundation is laid at an early stage, when learners are still so young and cognitively highly receptive.

The purpose of this study was to develop Gestalt guidelines for teachers working with refugee learners. These guidelines seek to assist teachers when facilitating refugee learners in their social adjustment to a new school environment. The researcher made use of the first four stages of the Design and Development model of intervention research. These stages included problem analysis and project planning, information gathering and synthesis, design, and the early development of the guidelines. For the purpose of this study, semi-structured focus groups were conducted with teachers working with refugee learners. The social adjustment process was then viewed in the context of Bronfenbrenner’s ecological systems theory. Existing literature on the social adjustment of refugee learners in the South-African school system and literature on the Gestalt philosophy was used together with functional elements of existing social adjustment models to develop guidelines for teachers when facilitating refugee learners in their social adjustment to a new school environment. Throughout this research study, the refugee learner has been referred to as “he”. This was done for practical reasons only and no gender discrimination was intended. / Practical Theology / M. Diac. (Play Therapy)

Managing discipline in schools is one of the fundamentals of effective teaching and learning. It is evident that ineffective discipline management in schools would eventually jeopardize the efficacy of teaching and learning. So, it is crucial that legitimate, democratic disciplinary measures and procedures should be employed. The aim of this study was to investigate ways of managing discipline in selected secondary schools within Sekhukhune District, Limpopo. A qualitative research approach was chosen, employing research methods which included individual interviews, focus group interviews and non-participant observation. The investigation focused on four secondary schools which were purposefully sampled to participate in the study. The research concentrated only on the views of the educators and the principals. This investigation revealed that principals and educators still find themselves in a predicament in applying contemporary disciplinary measures due to a lack of training or minimal training regarding alternatives to corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)

The purpose of this study was to develop Gestalt guidelines for teachers working with refugee learners. These guidelines seek to assist teachers when facilitating refugee learners in their social adjustment to a new school environment. The researcher made use of the first four stages of the Design and Development model of intervention research. These stages included problem analysis and project planning, information gathering and synthesis, design, and the early development of the guidelines. For the purpose of this study, semi-structured focus groups were conducted with teachers working with refugee learners. The social adjustment process was then viewed in the context of Bronfenbrenner’s ecological systems theory. Existing literature on the social adjustment of refugee learners in the South-African school system and literature on the Gestalt philosophy was used together with functional elements of existing social adjustment models to develop guidelines for teachers when facilitating refugee learners in their social adjustment to a new school environment. Throughout this research study, the refugee learner has been referred to as “he”. This was done for practical reasons only and no gender discrimination was intended. / Philosophy, Practical and Systematic Theology / M. Diac. (Play Therapy)

Managing discipline in schools is one of the fundamentals of effective teaching and learning. It is evident that ineffective discipline management in schools would eventually jeopardize the efficacy of teaching and learning. So, it is crucial that legitimate, democratic disciplinary measures and procedures should be employed. The aim of this study was to investigate ways of managing discipline in selected secondary schools within Sekhukhune District, Limpopo. A qualitative research approach was chosen, employing research methods which included individual interviews, focus group interviews and non-participant observation. The investigation focused on four secondary schools which were purposefully sampled to participate in the study. The research concentrated only on the views of the educators and the principals. This investigation revealed that principals and educators still find themselves in a predicament in applying contemporary disciplinary measures due to a lack of training or minimal training regarding alternatives to corporal punishment. / Educational Leadership and Management / M. Ed. (Education Management)

Thesis (M. Dev.) -- University of Limpopo, 2017. / The purpose of this study was to investigate the impact of ill-discipline on the performance of Grade nine learners at Nghonyama High School. The acts of indiscipline among students, especially at the secondary level of education are universal challenge thatmany schools face all over the world. A quantitative descriptive research wasconducted to determine if there was a relationship between conduct and performance of such learners. Data collection was done through completion of questionnaires. Two groups participated in the study: the first group consisted of fifty Grade nine learners and the second group was composed of ten educators - four members of the School Management Team and six teachers. The study revealed that learners misbehave at school due to variety of reasons such as, peer pressure, overcrowding, lack of parental support, inability to do the work, poverty, lack of motivation to succeed, disrespect, moral decay, not being engaged in the formulation of rules, rules being not enforced, lack of parental care, unmonitored TV viewing, child-headed families, lack of effective disciplinary measures, poor perception of the aims and principles of schooling and poor home upbringing. The study further revealed that the most common types of illdiscipline in the area of study were vandalism, fighting, absenteeism, indecent dressing, substance abuse, bullying, stealing, smoking, and drinking alcohol. With ill-discipline academic performance is affected.The study equally revealed that the Department of Education is not doing enough to address the issue of infrastructure. For example, overcrowding is still a challenge. In other words, the school environment plays a role in promoting ill-discipline; if classes are overcrowded learners are forced to misbehave. The study recommends that teachers should be encouraged to refer cases of indiscipline to the School Management Team. Principals should also be encouraged to involve all stakeholders in the formulation of school rules. Parents must make sure thatschool rules are adhered to by all the learners, no matter whose child breaks the rule,and most importantly learners should be encouraged to cooperate well with their educators.