Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

This study focuses on the conununication strategies of women principals in secondary schools. It highlights the role of conununication in management by examining the purpose of conununication, communication process, barriers to effective communication and the types of communication, which are verbal and nonverbal communication. The study, further highlights that communication in management may be affected by the differences in communication styles of women and men. It further shows that while differences in communicative styles can be attributed to many factors, socialisation into gender positions is a major factor that leads to gender communication differences. Though socialisation is one of the factors shaping communication of men and women, post-structuralists also argue that children who are socialised are not just passive recipients. During socialisation each person is active in taking up discourses through which she or he is shaped. The socialisation, starts at home, then to school and also the community. Children develop sex-appropriate speech in different communities. A single case study explored the conununication strategies of a woman principal in the Northern Province, South Africa. Reputational sampling was used for the selection of the participants and site. Data gathering was done by means of interviews [with the principal and six teachers], observation and document analysis. Findings suggest that a woman principal's communication is shaped by the context in which she is a woman, mother, wife, African, educational manager and as an individual with her own unique personality. Women managers in rural contexts experience cultural barriers to communication as women are not expected to talk much and should appear to know little in the presence of men. Women are also not supposed to conununicate non-verbally by keeping eye contact, using more space and using facial expression. In this study, a woman manager emerges as a good communicator who overcomes cultural barriers by even practicing what is not traditionally acceptable. The woman principal prefers personal encounters as channels of communication and as an African, she overcomes language barriers by using mother-tongue when speaking with staff and students. In general. this study found that the woman principal preferred human-oriented communication strategies, and endeavoured to conquer cultural barriers to communication. / Educational Leadership and Management / D.Ed. (Educational Management)

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)

Summaries in English and Afrikaans / Life skills are coping skills taught to learners, with the purpose of developing self-reliant and confident people with skills, to cope with important life's challenges in times of change. Where life skill education initiatives are being set up, much time and resources are channelled into training teachers, promoting, disseminating and implementing life skill education. For life skill education to be effective and continue to be relevant, research needs to be undertaken as an integral part of the whole process. This study focuses on the 'Life Skills Train the Trainer Programme'. The aim being to evaluate the success of this programme in empowering teachers to teach life skills. It was found that although life skill education has been found to be an important area in every learner's life, there are obstacles that may affect an effective implementation of life skill education in schools. These obstacles need to be attended to. / ewensvaardighede word aan leerlinge onderrig met die doe! om selfstandigheid en selfversekerdheid te ontwikkel, sodat hulle in staat is om lewenseise te midde van veranderende tye te kan hanteer Wanneer lewensvaardighede-onderrig gelnisieer word, word baie tyd en hulpbronne gekanaliseer in die opleiding van onderwysers, asook in die promovering, verspreiding en implementering van sodanige onderwys. Vir lewensvaardighede-onderrig om effektief te wees en relevant te bly, moet navorsing 'n integrale dee! van die hele prose vorm. Hierdie studie is gerig op die "Life Skills Train the Trainer Programme". Die doe! was om vas te stel tot watter mate hierdie program bydra tot die bemagtiging van onderwysers in die onderrig van lewensvaardighede. Die bevinding was dat alhoewel erkenning gegee word aan die belangrikheid van lewensvaardighede-onderrig, daar tog struikelblokke is wat effektiewe implementering in skole kan belemmer Hierdie struikelblokke moet aangespreek word. / Educational Studies / M.Ed.

National legislation such as South African Schools Act, No. 84 of 1996 introduced important reforms impacting on school and parent communication. It mandated the establishment of school governing bodies in all schools to ensure that parents participate in their schools and to open an effective way of communication between educators and parents. However, the literature study established that in some schools, mostly the historically disadvantaged black schools, communication between educators and parents is still very poor and mostly ineffective. This study examined the role of the school principals in managing effective communication between educators and parents at schools to ensure that effective partnerships between educators and parents are achieved. A qualitative investigation in two public secondary schools in the Umbumbulu Circuit, KwaZulu-Natal was done. Data were gathered by means of in-depth interviews with the principals of each school, and focus group interviews with the educators and parents of each school and document analysis. The findings revealed the following: relationship between educators and parents is still very poor in some schools, the communication between educators and parents is still ineffective, there is still a lack of parental involvement in some schools, and most schools do not have policies on effective management of communication and comprehensive programmes on parental involvement. The study recommends that principals need to be empowered to effectively manage communication in their schools to ensure effective partnerships between educators and parents, and schools should design their own training programmes conducted by principals or specialists for parents on the importance of parental involvement in the education of their children. / Educational Leadership and Management / M. Ed. (Education Management)

This study set out to investigate how students construct their identities. Throughout their socialisation into academia, students are confronted with the paradox of learning as they negotiate the opposing discourses of enslavement and mastery that construct higher education. Utilising a critical discursive psychology approach this research aimed to examine the implications this paradox holds for the development of students’ identities. In-depth interviews with five master’s degree students allowed for an examination of the linguistic resources available for students to draw on in constructing their accounts of student-hood. Analysis of the interpretive repertoires and ideological dilemmas in the text revealed the uptake of contradictory subject positions in participants’ navigation of academic discourse. In order to address the inconsistencies associated with these conflicting ways of being a student, participants ‘worked’ a face in their interactions with academic discourse. Their face-work served to address the paradox by integrating the contradictory positions evident in their accounts. It is in the agency displayed in the integration of these disparate positions that the emancipating student is revealed. / Psychology / M.A. (Research Consultation)

Text in Afrikaans / The phenomenon which was studied in this research was alternative interaction methods. The research question was whether teachers could use these methods to address the problematic behaviour of learners in schools and to create a more positive attitude in learners. The question of a training program for teachers in this regard was also raised. The alternative interaction methods addressed in the literature was amongst others about addressing emotions that hinders the learners' learning process, addressing mild to serious misbehaviour and the positive encouragement of learners, as well as positive feedback given by teachers. The researcher herself used these methods on learners to see what their reaction was in this regard. Information was also gathered from teachers through questionnaires, focus groups and individual interviews. The conclusion was that the alternative interaction methods can be effective in addressing the problematic behaviour of learners and thus improve discipline. Learners' attitudes can also be influenced in a positive way when using these methods. Eventually it implies a higher level of job satisfaction for teachers. A training program was compiled for teachers to learn these alternative interaction methods and apply them in future as a contribution to Educational Psychology. / Educational Psychology / D.Ed. (Opvoedkundige Sielkunde)

Summaries in Afrikaans and English / Text in Afrikaans / Die studie handel oor die belewing van die onderwyser-leerlingrelasies deur die senior sekondere skoolleerling. Bepaalde faktore uit die literatuur blyk 'n invloed uit te oefen op onderwyserleerlingrelasies, naamlik opvoedingsklimaat, opvoedingstyl en intermenslikheid van die onderwysers. Onderwyser-leerlingrelasies word deur 'n outokratiese opvoedingstyl en onwarme opvoedingsklimaat benadeel. 'n Betroubare meetinstrument is ontwikkel en in 'n empiriese ondersoek op standerd 6- tot 10-leerlinge afgeneem. Die resultate van die faktorontleding het getoon dat daar veral twee faktore is wat 'n invloed kan uitoefen op die onderwyser-leerlingrelasies, naamlik opvoedingsklimaat en opvoedingstyl van die onderwyser. Daar is ook bevind dat standerdgroepe en taalgroepe in hulle belewinge van die opvoedingsklimaat en opvoedingstyl verskil. Dit wil uit die resultate voorkom asof geslag 'n rol speel in leerlinge se belewing van opvoedingsklimaat en opvoedingstyl van die onderwyser. Norms is vir die vraelys bepaal deur routellings in staneges om te skakel. / This study concerns the experience of the teacher-student relationship by the senior secondary pupil. A literature study revealed that specific factors seem to influence teacher-student relationships, namely educational climate, educational style and the human nature of the teacher. An autocratic educational style and climate could harm teacher-student relationships. A reliable measuring instrument was developed and administered to standerd 6 to 10 pupils in an empirical study. The results of the factor analasys indicated that two major factors could influence the nature of the teacher-student relationship, namely educational climate and educational style of the teacher. The results also indicated a significant difference in standard groups' and language groups' experience of teacher-student relationships. It also appears from the results as if gender could play a significant role in pupils' experience of educational climate and educational style of the teacher. Norms were established for the questionnaire. / Psychology of Education / M. Ed. (Psychology of Education)

This study focuses on the conununication strategies of women principals in secondary schools. It highlights the role of conununication in management by examining the purpose of conununication, communication process, barriers to effective communication and the types of communication, which are verbal and nonverbal communication. The study, further highlights that communication in management may be affected by the differences in communication styles of women and men. It further shows that while differences in communicative styles can be attributed to many factors, socialisation into gender positions is a major factor that leads to gender communication differences. Though socialisation is one of the factors shaping communication of men and women, post-structuralists also argue that children who are socialised are not just passive recipients. During socialisation each person is active in taking up discourses through which she or he is shaped. The socialisation, starts at home, then to school and also the community. Children develop sex-appropriate speech in different communities. A single case study explored the conununication strategies of a woman principal in the Northern Province, South Africa. Reputational sampling was used for the selection of the participants and site. Data gathering was done by means of interviews [with the principal and six teachers], observation and document analysis. Findings suggest that a woman principal's communication is shaped by the context in which she is a woman, mother, wife, African, educational manager and as an individual with her own unique personality. Women managers in rural contexts experience cultural barriers to communication as women are not expected to talk much and should appear to know little in the presence of men. Women are also not supposed to conununicate non-verbally by keeping eye contact, using more space and using facial expression. In this study, a woman manager emerges as a good communicator who overcomes cultural barriers by even practicing what is not traditionally acceptable. The woman principal prefers personal encounters as channels of communication and as an African, she overcomes language barriers by using mother-tongue when speaking with staff and students. In general. this study found that the woman principal preferred human-oriented communication strategies, and endeavoured to conquer cultural barriers to communication. / Educational Leadership and Management / D.Ed. (Educational Management)

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)