Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The purpose of this study was to gain a contextual understanding of the dropout phenomenon in a specific school in a high-risk community. An applied, interpretive, qualitative research design was used. This involved an investigation of the subjective experiences of learners at risk of dropping out of school during the post-compulsory phase of their education at a specific school. Informants were purposively selected according to specific criteria. Data were collected through eight semi-structured interviews with learners at risk of dropping out of school; a semi-structured interview with a member of the community; a focus-group interview and collages. The data was transcribed and analysed using a qualitative thematic analysis, and compared to previous research gleaned from an extensive literature review. Results that emerged from this study indicated that the participants experienced several barriers to learning embedded in the interconnected systems, which could cause them to drop out of school. This included issues such as single-parent families, family conflict, lack of parental support, emotional difficulties due to home circumstances, substance abuse and socio-economic issues. Although results showed that the school of study had seemingly adopted an inclusive policy and had made some adaptations to accommodate learners, it became evident that the existing support structures within the school and the community were experienced as insufficient. Due to the nature of unsupportive and conflicting family systems reported by some learners, teachers are expected to perform additional nurturing roles that add pressure to an already overburdened educational system. The practical implications of the results are that, in order to support adolescents in a high-risk environment and to prevent them from dropping out of school, the focus should be on protective factors. This could be achieved through, for example, early identification and targeting of learners at risk of dropping out of school, the implementation of strategies aimed to increase engagement of all learners in the school, the implementation of an ongoing supportive drug-free programme in the school and the community in conjunction with supportive organisations, professional development workshops and in-service training for teachers, altered school schedules, and career guidance and work internships for interested learners that could be arranged in union with the local university. The results from this study therefore highlighted areas that could receive attention in the specific school to address the problem for learners at risk of dropping out of school. Further qualitative research is recommended to investigate this phenomenon in a broader spectrum of South African learners. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ’n kontekstuele begrip te kry van die uitsak-verskynsel in ’n spesifieke skool wat in ’n hoërisiko-gemeenskap geleë is. ’n Toegepaste, vertolkende, kwalitatiewe navorsingsmodel is gebruik. Die gevolg was ’n ondersoek van die subjektiewe ondervindinge van leerders wat die risiko geloop het om op skoolvlak uit te sak gedurende die naverpligte fase van hulle opvoeding aan ’n spesifieke skool. Informante is doelbewus volgens spesifieke kriteria gekies. Data is versamel deur middel van agt semi-gestruktureerde onderhoude met leerders wat ’n risiko geloop het om op skoolvlak uit te sak; ’n semi-gestruktureerde onderhoud met ’n lid van die gemeenskap; ’n fokusgroeponderhoud en plakskilderye. Die data is getranskribeer en geanaliseer deur gebruik te maak van ’n kwalitatiewe tematiese analise en is vergelyk met vorige navorsing wat versamel is uit ’n uitgebreide literatuuroorsig. Resultate wat uit hierdie studie geblyk het, het daarop gedui dat die deelnemers verskeie leerhindernisse ondervind het wat veranker is in die onderling-verbonde stelsels wat kon veroorsaak het dat hulle op skoolvlak uitsak. Hierby was ingesluit kwessies soos enkelouer-gesinne, gesinskonflik, ’n gebrek aan ouerlike ondersteuning, emosionele probleme as gevolg van huislike omstandighede, dwelmmisbruik en sosio-ekonomiese kwessies. Alhoewel resultate gewys het dat die studieskool skynbaar ’n inklusiewe beleid volg en ’n paar aanpassings gemaak het om leerders te akkommodeer, het dit duidelik geword dat die bestaande ondersteuning-strukture binne die skool en gemeenskap as onvoldoende ervaar is. As gevolg van die aard van nie-ondersteunende en teenstrydige gesinstelsels soos meegedeel deur sommige leerders, word daar van onderwysers verwag om bykomende opvoedingsrolle te vervul wat spanning veroorsaak in ’n reeds oorlaaide opvoedingstelsel. Die praktiese implikasies van die resultate is, dat die fokus op beskermende faktore moet wees, om adolessente in ’n hoërisiko-omgewing te ondersteun en te verhoed dat hulle op skoolvlak uitsak. Dit sou bereik kon word deur byvoorbeeld, vroeë identifisering en teikengroepvorming van leerders wat die risiko loop om op skoolvlak uit te sak, die implementering van strategieë wat daarop gemik is om die betrokkenheid van alle leerders in die skool te verhoog, die implementering van ’n deurlopende ondersteunende dwelmvrye program in die skool en gemeenskap in samewerking met ondersteuningsorganisasies, professionele-ontwikkelingswerkswinkels en indiensopleiding vir onderwysers, veranderde skoolskedules en beroepsvoorligting en werk-internskappe vir belangstellende leerders wat gereël kan word in samewerking met die plaaslike universiteit. Die resultate van hierdie studie het areas in die spesifieke skool uitgewys wat kan aandag kry om die probleem van leerders wat die risiko loop om op skoolvlak uit te sak, aan te spreek. Dit word aanbeveel dat verdere kwalitatiewe navorsing gedoen word om hierdie verskynsel in ’n breër spektrum van Suid-Afrikaanse leerders te ondersoek.

Thesis (MPhil (Industrial Psychology. Africa Centre for HIV/AIDS Management))--University of Stellenbosch, 2009. / The study was about assessing the dropout rate of children who are heads of households at Mandela Village in Tshwane Municipality, Gauteng Province. Given the number of orphans who are escalating in each year as a result of HIV/AIDS pandemic especially in the Sub Saharan region, the author’s intention was to analyse what are the causes for these children to drop out from school, and what can be done to minimize the dropout rate of these children. All the participants were the children who are heads of households and residents of Mandela Village, East of Mamelodi Township, and Pretoria. Data was collected through in-depth interviews with thirty-one children who are heads of households, as well as with two educators in schools where these children are attending school or were attending school. This was followed by two focus groups with the same children. The intention of using the focus group was to investigate the issues raised during the interviews and to establish an understanding of how the children who are heads of households want to improve their own circumstances. The study findings observed that there were no strong linkages in assisting children who are heads of households between the Department of Social Development and Department of Education in the North Rand Region, Gauteng. Other findings were that the schools have no support programmes or teachers assigned to assist these children to cope with schoolwork. Due to multiplicity of responsibilities they are faced with, they are not copying with their studies.

The fact that an understanding of the self determines one's self-esteem and that self-esteem is an important contributor to one's achievements is seemingly undisputed. Self-esteem is not only a product of how others evaluate an individual but also, and most importantly, how an individual evaluates himself or herself. At times people tend to evaluate themselves unrealistically while at other times they evaluate themselves realistically. Unrealistic self-evaluation is mostly a characteristic of adolescence and if this is not managed properly it can have a dire consequence for the adolescent's future. Adolescence is an important but also a difficult stage in the development of an individual. During this stage profound physical, emotional, psychological and cognitive changes occur. It is a period during which decisions about careerpaths and the demands that such decisions will place on the individual are made. It is therefore during this stage that realistic self-evaluation becomes critical. This research study was undertaken in order to determine how the Venda-speaking adolescents evaluate themselves and whether such self-evaluation is realistic or not. The research was motivated by an observation that the school drop-out rate is high and that an increasing number of girl learners fall pregnant before completing Grade 12. It is assumed that these tendencies and behaviours are a product of the learners' self-evaluation. A theoretical background on self-evaluation was then given through a literature review. In the process a link was established between self-evaluation and constructs such as self-concept, self-esteem, self worth, self-identity as well as personality. Different theories used to explain present and expected future behaviour were also discussed. After this review question items were drawn and compiled into questionnaires to be administered to randomly selected learners, teachers and parents. The question items, sixty in number, were categorised into the following dimensions of self-evaluation: * Physical self * Academic self * Social self * Value self * Family self * Psychological self Each dimension was covered by ten question items which were tested for validity and reliability. The research study came up with the following findings: * Parents and teachers agree in their evaluation of adolescents regarding the dimensions mentioned above * Adolescents rate themselves significantly more favourably than teachers and parents evaluate them. * Venda-speaking adolescents evaluate themselves unrealistically. It is hoped that the findings and recommendations of this research will be beneficial to schools, policy-makers and parents. Learning areas such as Life Orientation can be used to help learners evaluate themselves more realistically. Programmes can also be developed to ensure that adolescent self-evaluation is congruent with present behaviour. / Educational Studies / D. Ed (Psychology of Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The aim of this study was to investigate the causes of learner dropout in secondary schools around Johannesburg South, Gauteng Province. Twenty-seven participants from three secondary schools in Orange Farm area were purposively sampled for the study. A qualitative design was used. In-depth interviews were conducted to collect data to allow the researcher a platform to ask open-response questions and to explore the participants’ perspectives about the causes of learner dropout. The data was analysed thematically by carefully identifying and describing significant themes that emerged from educators, learners, parents, SGB chairpersons and principal’s responses to interview questions. The study revealed that teenage pregnancy, lack of parental involvement, substance abuse and peer pressure, among others, were the causes of learner dropout. The study recommends that schools put more efforts on abstinence programs, sex education and the use of contraceptives such as condoms, pills and injectables; training of educators on the management of drugs and pregnancy, and resuscitation of extra-mural activities. Recommendations for further research were made. / Inclusive Education / M. Ed. (Inclusive Education)

The study focused on the challenges of teaching at-risk learners at secondary schools. A qualitative investigation based on interviewing and observation was conducted with sixteen teachers teaching at-risk learners. Findings revealed that pre-service teacher training does not prepare teachers adequately to teach learners at risk constructively. Findings also revealed that at-risk learners have no control over themselves due to lack of parental support as parents show no commitment and support for their children’s education. Interventions to counter challenges with teaching at-risk learners relate to applicable preservice teacher training to engage with at-risk learners constructively and continuous in-service teacher training as professional development to empower teachers to engage with at-risk learners appropriately. At-risk learners must value second-chance education opportunities with schools ensuring that a supportive school culture prevails. The study contributes to the discourse on effective teaching practices to support at-risk learners for acceptable academic attainment. / Educational Management and Leadership / M. Ed. (Education Management)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)

Rebelliousness is the act of defying lawful authority or a resistant way of relating to authority. It is seen by many as a normal way of development. The development of rebellious behavior actually starts in childhood and progresses through to adulthood. The study focuses on the manner in which the family and school handle the rebellious child and the negative effects that these have on the child's development. These problems may manifest in truancy, delinquency, negativism, runaway, antisocial behavior, alcohol and substance abuse and gang involvement. The results of the study prove that the environment in which the adolescent lives, contribute greatly to the development and the maintenance of rebellious behavior. Guidelines were written for parents, teachers and psychologists regarding the handling of the rebellious child. / Psychology of Education / M.Ed. (Guidance and Counselling)