After teaching in High school for six years, I was frustrated to see the institutional action on the issue of school violence. The creation of a climate conducive to teaching and learning has become a serious challenge to many educators. Through research, it became clear that enough has not yet been done. Therefore, an empirical investigation into this problem was necessary to determine the nature of violence in order to enhance better understanding of the phenomenon under study. Therefore, the purpose of this study was to investigate the factors related to the prevalence of violence in rural secondary schools in the Bushbuckridge (Bohlabela) district in Mpumalanga province. This research employed a qualitative research approach to answer the research question. The study aimed to provide an accurate, objective, representative and empirically sound body of data on the extent of violence within schools in the Ximhungwe circuit in Bohlabela district, Mpumalanga. The research design comprised a case study that included focus group interviews with six participants in each group. In addition, I employed participant observation and document analysis. The study focused on four rural secondary schools that were purposefully selected in the Ximhungwe circuit in Bohlabela district, Mpumalanga. Ethical issues were taken into consideration while conducting the sampling and the selection of learners was based on their accounts of frequent violence against learners or teachers, and because they were considered knowledgeable and informative about the phenomenon under study. / Educational Leadership and Management / M. Ed. (Education Management)

After teaching in High school for six years, I was frustrated to see the institutional action on the issue of school violence. The creation of a climate conducive to teaching and learning has become a serious challenge to many educators. Through research, it became clear that enough has not yet been done. Therefore, an empirical investigation into this problem was necessary to determine the nature of violence in order to enhance better understanding of the phenomenon under study. Therefore, the purpose of this study was to investigate the factors related to the prevalence of violence in rural secondary schools in the Bushbuckridge (Bohlabela) district in Mpumalanga province. This research employed a qualitative research approach to answer the research question. The study aimed to provide an accurate, objective, representative and empirically sound body of data on the extent of violence within schools in the Ximhungwe circuit in Bohlabela district, Mpumalanga. The research design comprised a case study that included focus group interviews with six participants in each group. In addition, I employed participant observation and document analysis. The study focused on four rural secondary schools that were purposefully selected in the Ximhungwe circuit in Bohlabela district, Mpumalanga. Ethical issues were taken into consideration while conducting the sampling and the selection of learners was based on their accounts of frequent violence against learners or teachers, and because they were considered knowledgeable and informative about the phenomenon under study. / Educational Leadership and Management / M. Ed. (Education Management)

Text in Afrikaans / The researcher has identified the research problem for the study as the underlying dynamics of physical violence amongst adolescent girls in the school system. The purpose of this study was to investigate these dynamics. The researcher viewed the girls from a holistic perspective and tried to explore and describe the girls' behavior by bringing their environment into consideration. A qualitative study was used to determine the dynamics of physical violence among adolescent girls in the school system. Data was collected by means of semi-structured interviews. From this data it is evident that the dynamics of physical violence among girls is a multi-dimensional and complex phenomenon and cannot be attributed to a single factor. Because of this the researcher tried to make recommendations that touched each level of the girls' functioning. In such a way the researcher tried to address the problem holistically. / Social Work / M.Diac. (Spelterapie)

The study examines the culture of students' violent behaviour, with a focus on socialisation provided by schools and teachers. It explores the beliefs and wishes of teachers, students and parents in some townships of Gauteng Province about the role of teachers in addressing and preventing students' antisocial and violent behaviour in schools. The thesis offers six chapters divided into two components. The first component, chapters one to three, systematically explores socialisation of children by the home and the school. It discusses the historical/theoretical foundations of antisocial and violent behaviour of children/youth from low economic groups. The study utilises literature on strain theory on sociological considerations of adolescents' deviance from Durkheim (1897) to Messner and Rosenfeld (1994) in order to provide an in-depth appraisal of theoretical paradigms and thereafter. The second component, chapters four to six unpacked the research by analysing data from interviews and observations collected from township participants. It identifies five socio-educational factors that deterred students' antisocial behaviour. These included: teachers' attribution for success and failure; teachers' theoretical/practical leadership; the quality of the teacher-student relationship; the level of support to teachers and the function of home and community. The findings identify the approach to antisocial and violent behaviour in Gauteng townships to be punitive. Participants regard township school violence, especially in secondary schools, as serious. The present study concluded that socialisation fostered by a supportive teacher, acting with efficacy and caring, working with parents and the community, can prevent antisocial and violent behaviour. Furthermore, the study uncovered patterns indicating that socio-educational measures are a constructive means to respond to antisocial and violent behaviour.While sometimes justified as responses to antisocial and violent behaviour, reactive measures (like corporal punishment, student expulsion, incarceration) may be less effective than socio- educational measures in instilling prosocial behaviour. / Institute Educational Research / D.Ed. (Socio-Education)

This study investigated the causes and manifestation of aggression among secondary school learners. Aggression was defined. Various theories of aggression were discussed. From the literature study, nine hypotheses were developed. The study used a quantitative approach by means of a survey design. The research site was a rural, secondary school. A closed-ended questionnaire was used as data collection tool. Only learners were involved as respondents. The impact of various moderator variables was considered. The study discovered that aggressive behaviour is not confined to a specific gender. Above all, female aggression is on the rise. Possible causative factors were confirmed and risk factors were identified. Recommendations were made in line with the findings based on the empirical results. Limitations of the study were also pointed out. / Education Studies / M. Ed. (Inclusive Education)

Submitted in fulfilment of the requirements of the Degree of Master's in Public Management, Durban University of Technology, 2017. / The purpose of the study explores the perception and experiences of students regarding weapons in schools, in a bid to create a peaceful and conducive learning environment. This study concentrated on four high schools in Umgungundlovu District. Students, educators and principals were asked to participate in this study on a voluntary basis. The study recognises that existing data related to weapons in South African schools is largely anecdotal. The significance of the study is that it collected data related to the weapons in schools and used data to inform recommendations on ways in which we can make schools safer places to the young people and staff. This was a mixed methods survey; however, the bulk of the findings were drawn from the quantitative data, which was conducted through surveys. The qualitative data was collected in interviews and in focus group discussions. The data revealed that a high proportion of students have seen weapons in school, which might be an indication that weapons find easy access onto school premises. The results revealed the types of weapons brought to schools. Knives were the weapons most seen at school followed by guns, while some other weapons mentioned were pepper sprays, screwdrivers, pangas and bats The study showed that in other schools, drugs, alcohol, substance abuse were reported in the sample. Among the contributing factors raised by the respondents on the reasons for the presence of weapons onto schools were the issue of drugs, alcohol, bullying, fights among students, and being involved on gang activities. Some policy recommendations regarding school security measures were proposed on the basis of the findings which were drawn from this study. As part of the study, it is recommended that the Department of Education ensure that all South African schools implement well-documented discipline policies, a code of conduct and school rules for their school which must clearly indicate seriousness of carrying a weapon in school as well as the consequences of misbehaviour. The policy must have steps to be followed by the principals and or educators where there are elements of misconduct against the students and sanctions to be issued if the student is found guilty. Other recommendations were made in line with the findings based on the results. Limitations of the study were further pointed out. / M

Youth crime has been and still is a social problem in South Africa. It is a problem that shakes the very fabric of the society. The problem with the youth in modern society is both a national concern and an important subject for academic study. High school environments are where youths converge for learning purposes, but they have also turned to hotspots for crime. Different theories on explanations for high school crime have been developed over time. This particular study, conducted in 2008, adopts the criminal opportunity theory to study the social, economic and the demographic characteristics of selected environments in which high schools are located to determine significant factors that are conducive for high schools to be crime hotspots. Three schools were selected in different neighbourhoods in East London for the study. The study used an intensive case design technique to conduct the research. Different characteristics of the communities in which the schools that were studied were located showed different crime pattern. The Law enforcement agencies also realize these differences and they try to address crime issues in various communities in the study areas individually

In the light of increasing concerns related to violence in the South African society, this study sought to explore the nature of aggression amongst Grade R learners through the voices of principals, phase heads, educators, parents and support staff. Bandura’s Social Learning Theory, Social Learning Cognitive Theory and Bronfenbrenner’ Bio-ecological Theory provided the theoretical lens for this qualitative study. The study was undertaken in two primary schools and one nursery school with 22 participants in the Johannesburg area in South Africa. Data was produced through interviews and questionnaires. The findings show that the nature of aggression is complex, multi-dimensional and contextual. Aggressive behaviour was conceptualised as interconnected physical and emotional states coupled with the verbal competence to act out aggressive behaviour. This was triggered by a number of factors included in the genetic and environmental domains. The exploration of approaches, methods and lines of intervention suggest the need for multi-stakeholders to work together for holistic and responsive interventions. These findings contributed to the development of the Tree of Nurturance in order to unravel a contextualised site-based model for intervention to address aggressive behaviour. / Early Childhood Education / D. Ed. (Socio-Education)

DEd (Educational Management) / Department of Educational Management / This study focuses on safety and security in public schools. School violence is a sad reality encountered by whoever takes up the responsibility for the safety of learners and teachers. Both teachers and learners have the right to feel safe and secure at school. The aim of the study was to investigate how school management teams and school governing bodies take reasonable measures to ensure the safety and security of learners at schools. A mixed-methods research design was used in this study. The quantitative data, collected through questionnaires, were analysed through Statistical Package for Social Sciences version 23, while the qualitative data, gathered through semi-structured interviews, were thematically analysed. The study revealed that successful school leaders have the potential to tremendously reduce safety and security challenges when necessary support is provided. Establishing partnerships with other sectors not only manage and improve the learners' behaviour and lessen learning difficulties but also create a more supportive climate within the school, home and society. Unavailability of school psychologists and/or social workers who would join forces with teachers, parents, and other professionals to create safe and supportive learning environments increase the manifestations of school safety and security challenges.

MEd (Educational Management) / Department of Educational Management / In South Africa, violence continues to undermine the functioning of schools. Literature has revealed that the subject of school violence is quite varied and covers a wide variety of related areas from sociology to educational psychology; these examine psychological factors such as peer pressure, stress, cognition, emotional development and their relation to school violence. The study was aimed at investigating the effects of school violence in South African rural schools in Mpumalanga Province. The study used mixed methods approach employing both qualitative and quantitative approaches. For the quantitative part of the study, the study adopted simple random sampling to select the learners. A 'purposive sample' was used to select the principals and educators for the qualitative part of the study. A sample of 423 learners from the 9 secondary schools in the circuit was selected for the quantitative part of the study. A purposive sample of 9 principals and 18 educators was also be deemed appropriate for the qualitative part of the study. IBM SPSS version 23 was used to analyse quantitative data. Frequency tables were generated (univariate analysis), and the Chi-square test was used to calculate significant differences in the effects and coping strategies between male and female victims of school-based violence. Qualitative data was analysed thematically and used to support and complement the quantitative data. Principals and educators in schools with high prevalence of school-based violence was prioritised. It was expected that the effects of school-based violence in the study area were described. Causes of violence, its effects and ways to improve coping strategies in the respective schools are also anticipated to be comprehensively covered as expected outcomes. / NRF