Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se doelorientering en selfkonsep, empiries en in die literatuur, ondersoek. Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik, naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief, gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan aangebore talent toegeskryf. Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation between the goal orientation of male adolescent rugby players and their self-concept. The literature study indicated that goal orientation has two components, namely task involvement and ego involvement. In task-involved sport participation, skills development is emphasized, evaluation of achievement is self-referenced, and success experienced when learning takes place, a task is mastered, or when there is improvement in the execution of tasks. Success is attributed to effort. In ego-involved sport participation objective outcomes are emphasized (i.e. winning), evaluation of achievement is norm-based, and success experienced when own achievements are favourably compared to those of other sport participants. Success is attributed to natural ability. The empirical study indicated a positive relation between task-involved sport participation and the global, personal, and social self. A negative relation between ego-involved sport participation and the physical self, and a positive relation between ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

An investigation into stress experience and the use of coping skills by departemental heads of schools: guidelines for support. Stress occurs when one's perception of demands exceeds his perception of his abilities to meet them. Except for work related demands, a variety of demands and threats in the environment have to be faced continuously. As a result stress is created that manifest in people's behavior, work efficiency and socialization. In general, the education profession is considered among the most stressful careers in the world. This also applies to the South African educational system. U'hm teachers experience stress, it has a negative effect on their beloved ones. colleagues and the learners. Therefore teacher stress has a negative effect on the teaching system in general. Thus teacher stress can be considered to be a national problem. The real situation of teachers in South Africa was determined by means of an empirical study that \\as complimented by a qualitative investigation. In this study. stress is dealt with from the educational psychology. However. stress is a holistic multi-dimensional concept that can only by understood at best when it is approached from a multi-professional point of view. Equally all the actions to cope with stress are rnultidimensional actions. This research aims to develop among teachers an awareness of stress manifestations. with the purpose to identi6 and control stressors. These actions are strengthened by appropriate adaptations in life style and the management of resources. A comprehensive support program is suggested to guide teachers towards an understanding and control of stress. and the establishment of a social support system. while serious manifestations of stress should be addressed by means of professional services. Key words: stress. cope. stress management. education. self control. stress control, environment. work stress: organization stress. community stress. health. wellness. neurological exercise. physical exercise. physiological exercise. religion. humor. feeding. free radicals. anti-osidants. and diet. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.

In the light of the facts given in literature it is evident that players in the game of netball need to meet specific anthropometric (body length, body mass, percentage body fat and percentage muscle mass), physical (pliancy, abdominal power, aerobic endurance and anaerobic endurance) and motor (speed over 5 m and 10 m, agility and explosive power) requirements. This consequently necessitates specific attention to be given to the mentioned requirements. In spite of the fact that a few studies do exist that enter into the requirements of the profile of netball players in different positions, as well as into what the effect of a periodization programme is on anthropometric, physical and motor requirements, voids do exist regarding the positional profile of 15 to 17 year old netball players and as to what the effect is of a sport specific periodization programme in the course of a season on 15 to 17 year old netball players. In the light of the above–mentioned, this study was undertaken with the aim to: 1) Determine the requirements for 15 to 17 year old netball players; 2) Compile positional profile scales of netball specific requirement for 15 to 17 year old players in the Tlokwe region; 3) Establish the effect of a sport specific periodization programme on anthropometric, physical and motor requirements for 15 to 17 year old female netball players, of a specific school in the Tlokwe region, in the course of a season. 96 players (28 goalkeepers, 44 centre court players and 24 defenders) between ages 15 and 17 years from two high schools in the North–West Province were used in the study to determine positional differences. A group of only 22 player of one school was exposed to a sport specific periodization programme for purposes of the study, since the coach and players from only one school’s teams were prepared to participate in the sport scientific intervention programme for the full duration of the netball season. The afore–mentioned group was evaluated over a period of two years, namely prior to the start of the season (T1), after conclusion of the season once the sport specific periodization programme was completed (T2), prior to the start of the season in the subsequent year (T3) and after conclusion of the season without the sport specific being followed. The data is processed on the basis of descriptive statistics. Furthermore, the practical significance of test result changes between the respective groups and different test sessions were compared using Cohen’s effect size. Literature was consulted to determine whether specific requirements exist for netball players and whether differences occur in the three positional groups. However, no literature could be traced in which only netball specific requirements for 15 to 17 year old players were focused on. The literature did indeed point out clear anthropometric differences between the three positional groups, namely attacking, centre court and defence players in club and elite netball players. The goalkeeper and defence players are, according to literature, considerably taller and heavier than the centre court players. Literature also indicated that differences do indeed occur regarding physical and motor requirements. Centre court players are significantly faster and more agile than the goalkeeper and defenders. However, there were components of which the differences were not prominent concerning the three positional groups. Where a specific positional profile of anthropometric, physical and motor requirements for 15 to 17 year old female netball players was composed from available data of players in the North–West Province, Tlokwe region, the results of the anthropometric requirements indicated that body length showed a large significant difference between the three positional groups, with defenders being the tallest, followed by goalkeepers, and the centre court players being the shortest. Body mass also showed a medium significant difference between goalkeepers and centre court players as well as between centre court players and defence players. Goalkeepers were heavier than centre court players, and defenders also showed a higher body mass than centre court players. The other two variables, namely percentage fat and percentage muscle mass, only showed small practically significant differences, in this group of netball players, between the test sessions. With the physical and motor requirements, results indicated that large practically significant differences occurred in vertical jumping, 5 m speed, 10 m speed and agility between the groups. The general trend observed in the profiles was that the largest significant differences occurred between goalkeepers and defence players on the one hand and centre court players on the other. Vertical jump and speed showed a large significant difference between goalkeepers and centre court players as well as between centre court players and defenders, although the goalkeepers and defenders’ results corresponded considerably. Other large significant differences occurred in the 10 m speed as well as in 505–agility to the left between centre court players and defenders. In summary it can be mentioned that the most and the largest significant differences occurred between goalkeepers and centre court players as well as between defenders and centre court players. Only one medium significant difference occurred between the goalkeepers and defenders, which is ankle dorsiflexion and which can be ascribed to injuries. From this it can be inferred that a positional profile can indeed be compiled for the different positional groups in netball, but that the requirements of positional variables between goalkeepers and defenders correspond largely and that the large difference between the last–mentioned two groups occur when compared with those of the centre court players of this specific group. The results of the group of twenty–two players that were evaluated twice during the course of both netball seasons indicate that the variable that showed a large significant difference between T1 and T2, following the sport specific periodization program, was body mass (inverted difference). Although there was no large significant difference, it can clearly be deduced from the graphs presented in the study that a visible difference (improvement) was observed in most of the variables. The variables that showed a large practically significant difference with the training of the coach’s general programme, were ankle dorsiflexion on the left, abdominal power and 5 m speed (inverted effect). A number of variables indeed existed that also showed medium and small significant differences during the course of both seasons, but it will not be mentioned here. A number of shortcomings and recommendations did indeed come to the fore during and after the course of the study. It should, however, be borne in mind that such a structured periodization programme is very important for the development of netball potential. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2011.

In the light of the facts given in literature it is evident that players in the game of netball need to meet specific anthropometric (body length, body mass, percentage body fat and percentage muscle mass), physical (pliancy, abdominal power, aerobic endurance and anaerobic endurance) and motor (speed over 5 m and 10 m, agility and explosive power) requirements. This consequently necessitates specific attention to be given to the mentioned requirements. In spite of the fact that a few studies do exist that enter into the requirements of the profile of netball players in different positions, as well as into what the effect of a periodization programme is on anthropometric, physical and motor requirements, voids do exist regarding the positional profile of 15 to 17 year old netball players and as to what the effect is of a sport specific periodization programme in the course of a season on 15 to 17 year old netball players. In the light of the above–mentioned, this study was undertaken with the aim to: 1) Determine the requirements for 15 to 17 year old netball players; 2) Compile positional profile scales of netball specific requirement for 15 to 17 year old players in the Tlokwe region; 3) Establish the effect of a sport specific periodization programme on anthropometric, physical and motor requirements for 15 to 17 year old female netball players, of a specific school in the Tlokwe region, in the course of a season. 96 players (28 goalkeepers, 44 centre court players and 24 defenders) between ages 15 and 17 years from two high schools in the North–West Province were used in the study to determine positional differences. A group of only 22 player of one school was exposed to a sport specific periodization programme for purposes of the study, since the coach and players from only one school’s teams were prepared to participate in the sport scientific intervention programme for the full duration of the netball season. The afore–mentioned group was evaluated over a period of two years, namely prior to the start of the season (T1), after conclusion of the season once the sport specific periodization programme was completed (T2), prior to the start of the season in the subsequent year (T3) and after conclusion of the season without the sport specific being followed. The data is processed on the basis of descriptive statistics. Furthermore, the practical significance of test result changes between the respective groups and different test sessions were compared using Cohen’s effect size. Literature was consulted to determine whether specific requirements exist for netball players and whether differences occur in the three positional groups. However, no literature could be traced in which only netball specific requirements for 15 to 17 year old players were focused on. The literature did indeed point out clear anthropometric differences between the three positional groups, namely attacking, centre court and defence players in club and elite netball players. The goalkeeper and defence players are, according to literature, considerably taller and heavier than the centre court players. Literature also indicated that differences do indeed occur regarding physical and motor requirements. Centre court players are significantly faster and more agile than the goalkeeper and defenders. However, there were components of which the differences were not prominent concerning the three positional groups. Where a specific positional profile of anthropometric, physical and motor requirements for 15 to 17 year old female netball players was composed from available data of players in the North–West Province, Tlokwe region, the results of the anthropometric requirements indicated that body length showed a large significant difference between the three positional groups, with defenders being the tallest, followed by goalkeepers, and the centre court players being the shortest. Body mass also showed a medium significant difference between goalkeepers and centre court players as well as between centre court players and defence players. Goalkeepers were heavier than centre court players, and defenders also showed a higher body mass than centre court players. The other two variables, namely percentage fat and percentage muscle mass, only showed small practically significant differences, in this group of netball players, between the test sessions. With the physical and motor requirements, results indicated that large practically significant differences occurred in vertical jumping, 5 m speed, 10 m speed and agility between the groups. The general trend observed in the profiles was that the largest significant differences occurred between goalkeepers and defence players on the one hand and centre court players on the other. Vertical jump and speed showed a large significant difference between goalkeepers and centre court players as well as between centre court players and defenders, although the goalkeepers and defenders’ results corresponded considerably. Other large significant differences occurred in the 10 m speed as well as in 505–agility to the left between centre court players and defenders. In summary it can be mentioned that the most and the largest significant differences occurred between goalkeepers and centre court players as well as between defenders and centre court players. Only one medium significant difference occurred between the goalkeepers and defenders, which is ankle dorsiflexion and which can be ascribed to injuries. From this it can be inferred that a positional profile can indeed be compiled for the different positional groups in netball, but that the requirements of positional variables between goalkeepers and defenders correspond largely and that the large difference between the last–mentioned two groups occur when compared with those of the centre court players of this specific group. The results of the group of twenty–two players that were evaluated twice during the course of both netball seasons indicate that the variable that showed a large significant difference between T1 and T2, following the sport specific periodization program, was body mass (inverted difference). Although there was no large significant difference, it can clearly be deduced from the graphs presented in the study that a visible difference (improvement) was observed in most of the variables. The variables that showed a large practically significant difference with the training of the coach’s general programme, were ankle dorsiflexion on the left, abdominal power and 5 m speed (inverted effect). A number of variables indeed existed that also showed medium and small significant differences during the course of both seasons, but it will not be mentioned here. A number of shortcomings and recommendations did indeed come to the fore during and after the course of the study. It should, however, be borne in mind that such a structured periodization programme is very important for the development of netball potential. / Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / No specific measuring instrument to determine the emotions of primary school Pupils exists. There is nevertheless a dire need for a reliable measuring instrument for this purpose. Initially a literature study was undertaken and emotions from the developmental stages of primary school pupils were identified and described. An existing instrument of measurement for personality, the Emotions Profile Index (EPI), was adapted and implemented as a new measurement instrument to determine the emotions of primary learners. Questionnaires were completed by the parents of 144 grade 3 and 4 pupils during an empirical investigation. The degree of reliability of the new measurement instrument is particularly high. Stanines were developed for each of the different emotions. The conclusion arrived at is that the education psychologist can implement the newly adapted EPI as diagnostic instrument and conduct the planning of his therapy accordingly / Daar bestaan nie 'n sp sifieke meetinstrument wat primere leerders se emosies kan bepaal nie. 'n Groot behoefte bestaan egter aan s6 'n betroubare meetinstrument. 'n Bestaande meetinstrument vir die meting van persoonlikheid, naamlik die Emotions Profile Index (EPI) is as nuwe meetinstrument vir die meting van emosies van primere leerders aangepas en ge"implementeer. Die vraelyste is tydens 'n empiriese ondersoek deur die ouers van 144 graad 3 en 4 leerders voltooi. Die betroubaarheid van die nuwe meetinstrument is besonder haag en staneges is oak vir die onderskeie emosies, antwerp. Die slotsom waartoe gekom is, is dat die opvoedkundige sielkundige die nuut aangepaste EPI as diagnostiseringsmiddel kan aanwend en sy terapiebeplanning hiervolgens kan doen. / Educational Studies / M. Ed. (Voorligting)

Summaries in Afrikaans and English / Text in Afrikaans / Hierdie navorsing het die verband tussen vroee adolessenterugbyspelers se doelorientering en selfkonsep, empiries en in die literatuur, ondersoek. Die literatuurondersoek het getoon dat doelorientering oar twee komponente beskik, naamlik taakbetrokkenheid en egobetrokkenheid. Taakbetrokke sportdeelnemers fokus op vaardigheidsontwikkeling en gebruik hulle eie prestasies as maatstaf vir sukses. Hulle beleef sukses wanneer 'n taak bemeester is, leer plaasvind, of daar 'n verbetering in die uitvoering van die taak is. Sukses word toegeskryf aan die mate van inspanning gelewer. Egobetrokke sportdeelnemers fokus op die wenmotief, gebruik normatiewe vergelyking as maatstaf vir prestasie, en beleef sukses wanneer hulle eie prestasies gunstig met die van ander kan vergelyk. Sukses word aan aangebore talent toegeskryf. Die empiriese ondersoek het bevind dat taakbetrokkenheid positief verband hou met die globale, persoonlike, en sosiale self. Egobetrokkenheid hou negatief verband met die fisieke self, en positief verband met kompetisie-angs. / The research investigated, in the literature and empirically, the possible relation between the goal orientation of male adolescent rugby players and their self-concept. The literature study indicated that goal orientation has two components, namely task involvement and ego involvement. In task-involved sport participation, skills development is emphasized, evaluation of achievement is self-referenced, and success experienced when learning takes place, a task is mastered, or when there is improvement in the execution of tasks. Success is attributed to effort. In ego-involved sport participation objective outcomes are emphasized (i.e. winning), evaluation of achievement is norm-based, and success experienced when own achievements are favourably compared to those of other sport participants. Success is attributed to natural ability. The empirical study indicated a positive relation between task-involved sport participation and the global, personal, and social self. A negative relation between ego-involved sport participation and the physical self, and a positive relation between ego involvement and competition-anxiety was found. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

The primary aim of this study was to evaluate the influence of an eight-week fundamental motor skills program on the physical and cognitive development of Grade 1 learners. The Basic Motor Ability Test was used in the evaluation of the 39 learners that formed the experimental group as well as for the 29 learners in the control group. Two additional subtests were included, namely the 400m endurance run and a dynamic balance test. After the initial testing the experimental group participated in an eight-week skills program for 30 minutes a day, four days a week. The program included stability, locomotor and manipulation activities. Hereafter a retest was done. The control group only completes the test and retest and not the skills program. The data of the variables tested were coded in computer format and statistically evaluated. In the processing of the data, the raw datum (performance) was converted to percentile norms. In order to determine if a child had improved in a certain physiological parameter percentile norms are used. The t-test was used to determine if the skills program had a positive influence on the variables tested. Two different t-test were used: the t-test for independent groups and the t-test for paired groups. The experimental research revealed that the skills program did not have a significant influence on most of the tested variables. In some instances the experimental and control groups were not on the same level at the start of the research, which made it more difficult to compare the two groups. For some variables both the experimental and control groups improved which is an indication that the improvement cannot be ascribed to the skills program alone. The following two variables, sit-and-reach and co-ordination (hand-eye) did improve notably and it may be due to the influence of the skills program. In both instances the average performance of the experimental group improved while this improvement was not evident in the control group. The cognitive variables were assessed by a questionnaire administered by each learner’s teacher after the conclusion of the skills program. Only the experimental group was involved. The questionnaire consisted of six questions comprising both categorical and open responses. The cognitive variables that were assessed were the following: 1. venturesome ness; 2. attention and concentration; 3. self esteem; 4. socialization and ability to work in a group; 5. ability to plan; and 6. ability to finish his/her given task. The results indicated that more than half of the learners improved in all the cognitive variables. Socialization and the ability to work in a group improved in most of the learners. / Thesis (DPhil (Human Movement Science))--University of Pretoria, 2005. / Biokinetics, Sport and Leisure Sciences / unrestricted

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules. / Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls. / Educational Management and Leadership / Ph. D. (Education Management)