Magister Educationis - MEd / This study aimed to ascertain in what ways violence and crime influence the teaching and learning programme in schools in a disadvantaged community. The context is a primary school in an informal settlement in Samora Machel, Philippi, in the Cape Flats, where violence is endemic. The study shows that violence does not occur in school playgrounds and areas around the school only; classrooms are becoming common sites for violence. This study sought to establish teacher and learner experiences of violence at school, and the role of school management and parents in dealing with it, with a specific focus on school policies on discipline and how violence affects teaching and learning. The investigation also included learner behaviour during recess.

Despite considerable interest among South African scholars in learner behaviour management in South African schools, there is little literature on learner behaviour management in the context of cultural diversity. The present study investigates this essentially neglected space by focusing on learner behaviour management practices of teachers in culturally diverse classrooms of a high school in the Tshwane South District within the Gauteng Department of Education, South Africa. Cultural diversity is used as a lens to explore the practices of teachers. The theoretical underpinnings of culturally responsive classroom management are used to describe and to interpret learner behaviour management practices of teachers to determine whether the approaches and the resultant strategies that they use are culturally responsive. A qualitative case study approach was used, and data was collected through semi-structured interviews that included critical incident narratives obtained from teachers, analysis of pertinent documents and observations of 10 culturally diverse teachers who teach the same class consisting of culturally diverse learners, as well as of the Discipline Officer and two additional teachers that were identified through snowball sampling. The findings revealed that learner behaviour management practices of most teachers are not culturally responsive. This is a result of factors such as lack of recognition of their own ethnocentrism and biases, as demonstrated mainly by their unrealistic expectations, pessimistic attitudes and stereotyping perceptions; ignorance of learners‟ cultural backgrounds, as demonstrated mainly by teachers‟ denial and minimisation of the importance of understanding learners‟ cultural backgrounds (leading to misinterpretation of the behaviours of culturally different learners); lack of commitment to building a caring classroom community; lack of consciousness of the broader social, economic and political context of the South African education system; and lack of ability to apply culturally responsive classroom management strategies, which is exacerbated by lack of teacher education and development in this regard. The implication of these findings is that teachers need to possess an ethnorelative mindset, and to be interculturally competent. A key recommendation is that teachers should endeavour to move away from ethnocentrism towards being ethnorelative by developing an inclusive outlook, accepting cultural differences and adapting their perspective to take the cultural differences that influence learner behaviour into account. The study also recommends that teacher education programmes should prioritise teacher development on intercultural issues and the acquisition of intercultural competencies, as these aspects are crucial for teachers to appropriately manage the behaviours of learners whose cultural backgrounds are different from their own. / Thesis (PhD)--University of Pretoria, 2020. / Education Management and Policy Studies / PhD / Unrestricted

A research report submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research. Johannesburg 2013 / This study investigates and addresses the issue of bullying of teachers by learners, which is also referred to as teacher-targeted bullying (TTB). The purpose of this study is to obtain data relating to the nature and extent of teacher-targeted bullying in a High School in Gauteng West. The setting is a former Model C, co-educational school, consisting of 1 354 learners (Grade 8 to Grade 12). The ethnicity of the School is predominantly Black, with 60% Black learners to 40% Caucasian, and the gender ratio of learners in the school is 706 girls to 648 boys. The current teacher population consists of a staff quotient of seventy-five teachers (75), twenty (20) male and fifty-five (55) female teachers, who are employed at the school, which will also be known as “the workplace” for the purposes of this research. The procedure for this research entailed using a teacher group of seventy (70) teachers, of whom fifty four (54) volunteered to complete the questionnaire, allowing an in-depth response by establishing factors contributing to the difficulties of learner bullying experienced by teachers; the effect on teacher performance, morale and student learning; and the support needed from education management for teachers experiencing bullying by their learners. From these questionnaires, the process was extended to a semi-structured interview, in order to follow up on the questionnaire. This allowed an understanding of the teacher’s life experiences or situations as experienced in their own words, for the twelve (12) volunteer teachers who had experienced bullying by learners. In this mixed method design, quantitative results enhanced generalizability, and qualitative results helped to explain how teachers experienced teacher-targeted bullying by learners in this Gauteng West High School. The research findings indicated that, prominent in this study, is the stress reported by teachers relating to the disciplining of learners. The level of reported learner-on-teacher-bullying was more evident in the classroom. It was also reported that all Grades were problematic for teachers, but the level of reported stress was more evident with Grade 9 male learners in same-gender classes. Furthermore, difficulties within this school environment, as well as the effect on teachers’ performance, morale and support from school management were established. In an effort to respond to the epidemic of learners who target and bully teachers, a reconceptualisation of the learner-on-teacher-bullying construct in the School under review, as well as other schools in South Africa, is needed. Thus bullying of teachers by learners must be tackled as a whole-school issue, with the focus on positive learner behaviour, good support structures, and active leadership, ensuring that staff are not only supported, but are also seen to be supported, by the various role players.

Schools and other educational institutions mirror the violence and moral decay in South African society. Maintaining discipline therefore in schools these days is a difficult task. There are many factors influencing learner behavior and in this study we investigate to see what impact a code of conduct has on learner behavior in selected schools. I adopted a qualitative approach to answer the research questions that sought to explore whether or not intent of the codes of conduct in sampled schools is primarily moral or administrative, whether the learners in the public secondary schools selected are generally well-behaved, whether or not there is a relationship between learner behaviour and the codes of conduct at the selected schools and whether or not the infusion of values into codes of conduct in general might affect learner behaviour. A case study involving three high schools was conducted. Data was collected through document analysis, interviews and questionnaires. It has emerged in the findings that, with regard to learner behavior, there is a clear link between learner behaviour and the culture of the school concerned as well as between the culture of the school and the culture of the community that is served by the schools. Regarding the impact that existing codes of conduct have on learner behavior, it seems that the impact that a code can have is related to its development and implementation process. Due to these findings, it seems clear that values need to be considered in the development of a code of conduct. This may lead to a positive relationship between learner behavior and codes of conducts for learners. The study hopes to contribute to the existing body of knowledge and will be useful to school governing bodies, principals and educators by enabling them to see the benefits that a code of conduct could have on learner behaviour when values are included in the developmental and implementation process. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)

This study deals with the way school principals, educators and learners manage learner behaviour inside the classrooms, as well as in the entire school for the effective and uninterrupted realisation of teaching and learning activities. A qualitative approach was used in this study. The research findings were based on observations, the analysis of documents, as well as the main and sub-categories that were formulated from the interview data gathered at the selected schools. The research confirmed what is already known on learner discipline and discipline problems. In the dissertation more attention is given to factors that contribute to misbehaviour, the impact of misbehaviour on the culture of learning and teaching, and how learner behaviour should be managed in the classrooms and in the schools in general. Furthermore, effective measures of managing learner behaviour are explained and a comprehensive school-wide model of preventing and remediating learner misbehaviour is also provided. / M. Ed. (Education Management)

Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline. / Educational Leadership and Management / D. Ed. (Education Management)

This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology)

This study focuses on the manner in which the School Management Team (SMT) manages physical abuse among learners, providing guidelines on how to act in a proactive and constructive manner. A qualitative approach was used and the research was designed as a single case study. National education specific law and policy regulating learner misconduct, the SMT’s management of physical abuse of learners as well as the KwaZulu-Natal Department of Basic Education’s policies were used to benchmark my evaluation of current management practices with regard to physical abuse among learners against such laws and policies. The research findings on the current management practices, factors that contribute to physical abuse, reasons and effects of physical abuse and the role of the SMT in handling physical abuse were based on an analysis of School A’s Code of conduct for learners and its Discipline Policy and information extracted by means of interviews. / Educational Leadership and Management / M. Ed. (Education Management)

This study investigated the psychological approach and the classroom methodology needed by an educator to teach street children effectively in a special school created for them. Street children with their psychological trauma, their independent, self-sufficient outlook and educational deprivation make their adaption to the methods and educational environment of mainstream schooling difficult. To meet the special educational, psychological and emotional needs of street children, Masupatsela School was started. The study was carried out in this school. The qualitative research methodology used an action research design which consisted of a reconnaissance phase and three cycles. Each cycle made use of a planning, implementation and evaluation phase. A general plan was formulated after the reconnaissance phase and revised after each cycle. The teaching was done by the researcher using four grades of street children ranging form grade 7 to grade 10. Because of their specific psychological makeup, street children, who have lacked close, comforting and trusting relationships and role models, require a classroom environment, atmosphere and a relationship with the educator which is supportive, caring, warm and firm. To achieve this a client centred approach was used based predominantly on the therapeutic principles of congruence, empathetic understanding and unconditional positive regard. The interaction with the children was based on openness, tolerance, the affirmation of others and honest firmness. The teaching methodology was an eclectic one which made use primarily of a cognitive teaching style which was introduced incrementally over the three cycles. The main components of this style consisted of cognitive questioning, cooperative learning and strategic reading for information. The results of the study showed that both the psychological and educational approach in the classroom to be very appropriate and successful. However the wider negative contextual influences such as the school organization, staffing and curriculum made the classroom strategies difficult to sustain. It is recommended that a programme using these educational and psychological approaches and incorporating functional literacy and numeracy, vocational skills, recreation and a therapeutic programme be incorporated when designing a programme for street children in a formal setting. / Psychology / D. Litt. et Phil. (Psychology)