<p>This qualitative study examined the thoughts and perceptions of Indiana public school superintendents overseeing school safety response and planning in their districts. The study was based on interviews of five public school superintendents overseeing safety planning and response in large Indiana school districts located in varying regions of the state. Participants were purposely sampled according to the number of students served in their districts and the number of schools that they were responsible for overseeing. Data were collected by conducting semi structured interviews via telephone with the researcher taking field notes and digitally recording dialogue from the interviews.</p> <p>Two theoretical frameworks were used in the study—phenomenology and reality testing. Phenomenology was used to focus on the lived experience of the participants in the study. This particular study examined the five participating superintendent’s experiences while overseeing safe school planning and response measures. The participants were asked to describe their experiences and share their perceptions (i.e., what they were doing, why they were doing it, and how it affected safety response and preparedness in their district). One of the planning measures involved participation in the recently mandated safe school plan audit. Reality testing was used to determine what is actually happening in the real world. The use of reality testing in this study focused on determining what was actually occurring in the districts that completed the safe school plan audit process. </p> <p> </p> <p>As a result of the study, three themes emerged. Superintendent lived experiences, thoughts, perceptions, and actions regarding school safety planning and response are centered on consistency, reaction, and security. Superintendent responses reflected the importance they placed on establishing consistency within their safety planning and response efforts. Despite their efforts to plan and establish consistent mitigation, response, and recovery efforts superintendents lived experiences presented that their thoughts and efforts were often times reactionary. Throughout the interviews, superintendents represented security to be a pivotal element of their safety efforts.</p> <p>The three themes were further grounded into two assertions. First, Indiana public school superintendents live with a number of uncertainties as they oversee and plan safe school efforts in their districts. Second, Indiana public school superintendents plan and oversee safety operations in the absence of viable quantitative safety incident data.</p> <br> <p> </p>

The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach. / Educational Studies / M. Ed. (Education Management)

The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach. / Educational Studies / M. Ed. (Education Management)