Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand. = Proefskrff voorgele ter vervulJing van die vereistes vir die graad DOCTOR EDUCATIONIS, in die Fakulteit Opvoedkunde (Departement Opvoedkundige Sielkunde) aan die UNIVERSITEIT VAN ZOELOELAND, 1995. / The aim of this investigation was to determine the influence of violence on the black principal's role and task as well as on his life-world. An introductory historical review was provided of the origin and occurance of violence in schools in the Republic of South Africa. From the literature study it became clear that the provision of separate education for blacks and whites was the main cause of violence in schools. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Black education became the battlefield of political ideologies. The crisis culminated in the Soweto riots of 1976. Both pupils and teachers resorted to unacceptable behaviour such as stay-aways, strikes and boycotts in order to achieve political goals. Management and leadership style of principals determine the performance of their duties. It was established that violence in schools disturbed the black school principal's professional, organisational and administrative duties. Violence influenced the school climate in a negative way and black school principals found it difficult to motivate their staff, pupils and parents. This negative school climate often disturbed black school principals' tasks to solve interpersonal, individual-institutional and school-community conflicts sufficiently. These unresolved conflicts often resulted in violence in schools. The black school principal's life-world was investigated. Violence disturbed the black school principal's significance attribution, involvement, lived-experience, self-actualisation and the formation of a self-concept. His relationship with himself, his staff, the pupils, the parents, the inspectors, the education department and teachers' organisations as well as his relationship with objects/ideas and God were disturbed by the occurance of violence in schools. For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by principals in the Umbumbuiu school circuit where violence occurred. An analysis was done of eighty completed questionnaires. Descriptive and inferential statistics were used to process the data. In conclusion the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made: * Education should be depoliticised. Legislation to prohibit political propaganda campaigns and party political mass meetings during school time on school premises should be promulgated. In the service contract with the Department of Education teachers should undertake not to propagate party politics in schools. * The composition of school governing bodies should reflect the diversity of the communities which they serve. Goverment intervention in school management should be minimized. The power of school governing bodies should be increased. * By means of information seminars, workshops and in-service courses black school principals should be equipped to handle conflict situations and violence in their schools. Every school principal should develop and implement an emergency plan in their schools.

Submitted in partial fulfilment of the requirements for degree of Master of Education in the Faculty of Humanities at the University of the Witwatersrand / This study explored learners’ experiences of bullying and how it makes them feel excluded in a school in Botha-Bothe district, Lesotho. A qualitative research method was applied, which included analysis of data obtained from narrative essays and from individual, semi-structured interviews. A narrative essay question was given to 76 Grade eight learners who participated in this study to write about their experiences of bullying and how it makes them feel. Out of these 76 Grade eight learners who wrote narrative essays, a purposive sampling was used to select 6 learners who seemed to experience multiple forms of bullying to participate in individual, semi-structured interviews. Various forms of bullying, the effects and factors that contribute to bullying which make learners feel excluded in a school environment are described. The study explicates that learners were exposed to multiple forms of bullying, for example, physical and verbal bullying. In addition, it was established that bullying exhibits psychological and emotional effects, particularly on the victims. Unique to this study were participants’ perceived reasons why they think they are vulnerable to bullying and what they think triggers some learners to bully others. The study was brought to a conclusive end by highlighting the need for a systematic way of assessing and addressing the problem of bullying in schools. The study also highlighted that parental involvement is as crucial in dealing with cases of bullying as it is presumably caused by the way in which children are raised from their homes. / MT2017

The current study examined the empathic attainment of young children (mean age 7 years) as a function of the child's socioeconomic status. Further, the potential intervening variable of violent media representations within product advertisements is assessed within and between the observed socioeconomic status groups. Three critical dimensions of empathy were assessed: cognitive, affective and behavioral. Participants were 200 volunteers recruited from public and private schools in a small region in southern Appalachia. Respondents were rated on their response to animated video clips depicting an individual in emotional distress. Results suggest that media exposure has significant effect on measures of affective empathy and prosocial behavior with lower scores being obtained by children after viewing an action oriented commercial as opposed to a prosocial commercial message prior to the presentation of the target vignette. The degree to which the media presentation affected empathic responding was found to be associated with participants' socioeconomic status.

No description available.

No description available.

A safe (free from gang activity) and disciplined school environment conducive to learning is mandated by federal legislation such as the No Child Left Behind Act. Research has concentrated on reasons for gang activity in the school and the community as well as leadership in general but there is a void in the literature as it relates to the type of leadership in schools that is successful in limiting gang activity in schools that are less gang-impacted than the community from which they draw. Research questions include: (1) what do principals say about how they lead in gang-impacted schools that have fewer gang-related incidents than the community from which they draw their population and (2) what is the connection between principal leadership style and the presence of relatively fewer gang-related incidents in schools than in the community from which they draw their population? This phenomenological study answered the question of how principals lead in gang-impacted schools with a more favorable environment than the communities they serve through interviews, observations and document analysis. The final product is the portraits and stories of principals' relationships with gang-impacted schools and the central concept of leadership in these types of schools. According to the three participants interviewed in this study, both transactional and transformational leadership attributes are necessary to lead a gang-impacted school that has fewer gang-related incidents than the community from which it draws. The underlying conclusion in this research study is that leaders who display more transformational leadership than transactional leadership attributes are more successful in gang-impacted schools. As a result of this study, principals who are placed in schools identified as being gang-impacted will be better equipped to identify and practice leadership behaviors that have worked for other school leaders. In addition, school districts will be better able to identify and provide staff development to and for potential leaders as it relates to leadership. / Ed. D.

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No description available.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 143-148).

Thesis (M.Soc.Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 143-148) Also available in print.