Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This is an in-depth investigation of human rights in education as reflected in school discipline in the Northern Province. In this research, three different schools were selected as the settings for my study. This selection of the setting was influenced by the diversity of the schools such as: -the community school, -the township school and the urban school. The three schools are not the representative of the schools in the Northern Province, but they illustrate or reveal if there were patterns in terms of the data collected. The methods used for collecting data are the following: Observation, Interview and Documents. A period of time was spent at the three settings for the purpose of observing the real school environment, interviewing the research participants (principal, educators, learners/LRC and the parentcomponent of the SGB) and to consult documents especially policies of the school. The departmental policies were also consulted. The results of the study indicate that most stakeholders (especially in rural and township schools) are not yet conversant with human rights in education. Educators and parents regard some human rights provisions in education as erosion of their 'status' in education. / AFRIKAANSE OPSOMMING: Hierdie studie is 'n diepgaande ondersoek van menseregte in die onderwys soos dit in dissipline in the Noordelike Provinisie se skole weerspieel word. In hierdie navorsing is drie skole gekies om as die milieu vir die studie te dien. Die keuse van hierdie skole is ingelig deur die verskille wat tussen hulle bestaan soos die gemeenskap skool, die woonbuurt skool en die stedelike skool. Die drie skole is nie noodwendig verteenwoordigend vandie skole in die Noordelike Provinsie nie, maar hulle illustreer of bewys indien daar 'n model bestaan in gevolge van die data wat versamel is. Die volgende metodes is toegepas om data in te samel: waarneming, onderhoud en die bestudering van dokumente. Om die egte skool milieu waar te neem, is sekere tyd by elkeen gespandeer. Onderhoude is met die deelnemers in die navorsing gevoer, t.w., skoolhoofde, onderwysers, leerlinge, leerlingverteenwoordigers en die ouers wat deel van die skoolraad is. Dokumente soos die skoolbeleid en relevante departementele beleidsdokumente is ook bestudeer. Die resultate van die navorsing dui aan dat die meeste belanghebbendes (veral die platteland - en woorbuurtskole) is nog nie bekend met mense regte in die onderwysers nie. Onderwysers en ouers beskou sekere mense regte voorsienings in the onderwys as wegvreting van hul 'status'.

Thesis (MEd)--Stellenbosch University, 1994. / Includes bibliography / ENGLISH ABSTRACT: The relevance of Biblical Instruction and Instruction in state and state-supported schools Africa is reviewed in this thesis. The various Religious in South education departments in South Africa have been presenting religious instruction from a Christian perspective in schools, especially since 1967. It is also clear from a demographic distribution of religions that most of South Africa's inhabitants belong to the Christian faith. People and pupils who are not Christians are exempted from religious instruction in accordance with the conscience clause. Because of changing political and social circumstances and school structures due to the implementation of statesupported schools, there has been a strong emphasis on the presentation of Biblical Instruction or Religious Instruction as a school subject. Aspects of this which receive particular the following: the relevance dispensation; attention of the in this thesis are subject in the teaching the legitimacy of the subject due to the negative experience of Christian National Education in the past; the lack of recognition of religious pluralism in state and state-supported schools in South Africa. The presentation of the traditional single-dimensional approach is investigated, but the possibility of a multireligious approach to address the problem is also explored. The thesis includes a theoretical study of international and national sources as well as an empirical survey conducted at 41 selected secondary schools in the Western Cape and Boland. Questionnaires were used for the survey which involved the following education departments: The Department of Education and Culture. The Department of Education and Training. The Cape Education Department. It emerged clearly from the survey that religious pluralism is a reality in state and state-supported schools. The theoretical and empirical studies also highlighted the following problems: the professional qualifications of religious instruction teachers; the child's religious potential and development which are not taken into account; the child's own religious experiences and experiences in the classroom situation which are not addressed; the issue of the legitimacy of the subject as a consequence of its historical context; the lack of relevance of the subject content; the interest in a multi-religious approach among the majority of teachers as well as pupils. The problems will not be multi-religious approach solved simply by in the schools. converting to a The problems experienced in the single-dimensional approach should first be addressed thoroughly. For a legitimate multi-religious approach, the following should be taken into consideration: the child's religious potential and development; the child's own religious and personal experiences; possible further in-service training for teachers to enable them to cope with such an approach; a change in the process of curriculum development in order to address the issue of religious pluralism; a new name for the subject. In this respect a name such as Religious Studies could be usefully implemented. / AFRIKAANSE OPSOMMING: Die relevansie van Bybelonderrig of Godsdiensonderrig in staat- en staatsondersteunde skole in Suid-Afrika word in hierdie tesis in oenskou geneem. Die onderskeie onderwysdepartemente in Suid-Afrika het veral sedert 1967 godsdiensonderrig vanuit 'n Christelike perspektief in skole aangebied. Uit die demografiese geloofsverspreiding het dit oak geblyk dat die meeste inwoners van Suid-Afrika aan die Christelike geloof behoort. Persone en leerlinge wat nie tot die Christendom behoort nie, is gevrywaar van godsdiensonderrig op grand van die gewetensklousule. Met die veranderde politieke en sosiale omstandighede en skoolsamestelling met die implementering van staatsondersteunde skole I is daar 'n sterk fokus op die aanbieding van Bybelonderrig of Godsdiensonderrig as skoolvak. Aspekte waaraan veral in hierdie tesis aandag gegee is, is die volgende: die relevansie van die vak in die onderwysbedeling; die legitimiteit van die vak as gevolg van die negatiewe ervaring van die Christelik-nasionale onderwys in die verlede; die afwesigheid van die erkenning van religieuse pluralisme in staat- en staatsondersteunde skole in Suid-Afrika. Die aanbieding van die tradisionele enkelvoudige benadering is ondersoek, maar die moontlikheid van 'n multi-religieuse benadering om die probleem aan te spreek, word oak aangespreek. Teoretiese studie op internasionale en nasionale vlak, sowel as n empiriese doelgerigte steekproef is geloods aan 41 geselekteerde sekondere skole in die Wes-Kaap en Bolandstreek. Vir die doelgerigte steekproef is van vraelyste gebruik gemaak waarin die volgende onderwysdepartemente en privaatskole betrek is: Die Departement van Onderwys en Kultuur. Die Departement van Onderwys en Opleiding. Die Kaaplandse Onderwysdepartement. Uit die doelgerigte steekproef het dit duidelik geblyk dat religieuse pluralisme 'n werklikheid in staat- en staatsondersteunde skole is. Die teoretiese en empiriese studie het ook die volgende probleme belig, nl.: die professionele bevoegdheid van godsdiensonderwysleerkragte; die kind se religieuse potensiaal en ontwikkeling wat nie in ag geneem word nie; die kind se eie religieuse en lewenservarings in die klassituasie wat nie aangespreek word nie; 'n legitimiteitskwessie van die vak as sodanig vanwee sy historiese konteks; die afwesigheid van relevansie van die vakinhoud; 'n belangstelling in n multi-religieuse benadering deur die meerderheid van die leerkragte sowel as leerlinge. Die problematiek sal nie sander meer opgelos word met 'n oorskakeling na n multi-religieuse benadering in die skool nie. Die probleme wat in die enkelvoudige benadering ervaar word, behoort eers deeglik aangespreek te word. Vir 'n legitieme multi-religieuse benadering behoort die volgende in aanmerking geneem te word: die kind se religieuse potensiaal en ontwikkeling; die kind se eie religieuse en lewenservarings; die moontlike verdere indiensopleiding van leerkragte om so in benadering te kan hanteer; 'n verandering in die kurrikuleringsproses om religieuse pluralisme aan te spreek; 'n nuwe benaming vir die vak as sodanig. In hierdie verband sou 1 n vaknaam soos Religieuse Studie sinvol geimplementeer kon word.

Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to many factors and causes. It is continuously indicated in research studies that there is no easy or perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or clinical environment. In literature teaching methods are identified as one of the most important causes of the theory-practice gap. In view of the informal feedback received from nurse educators and nursing managers it was necessary to investigate the lack of theory-practice integration. The aim of the study was thus to explore in which respects current teaching methods utilised by nurse educators at a higher education institution comply or do not comply with teaching methods suggested in literature as essential for theory-practice integration. An exploratory descriptive research design was used to investigate the nature of the teaching methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to nurse educators and student nurses registered for the Diploma in General Nursing Science programme. The questionnaire that mainly consisted of closed questions was used to collect and analyse the data. The data were generated at four learning sites of a higher education institution. The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators and that the student nurses had limited internet access at the learning centres. Eight (8) teaching methods, complying with teaching methods identified by literature as essential to enhance theorypractice integration, were used. However, it was evident that formal lectures were overused. It raises concerns as this method does not comply with teaching methods essential to enhance theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were the three teaching aids used most frequently. According to literature, the overuse of textbooks is generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators regarding their teaching methods may increase their teaching and facilitation skills. It seems to be the nurse educator’s responsibility to ensure that teaching methods are used that are essential to enhance theory-practice integration and it is the responsibility of management at any higher educational institution to ensure that the necessary educational and information technology resources are available. It is recommended that further studies be conducted to determine whether nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice gap. / AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een van die belangrikste oorsake vir die teorie-praktyk gaping aangedui. Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir die bevordering van teorie-praktyk integrasie. In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde. Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief aanwend ten einde die teorie-praktyk gaping te verklein.

Thesis (MEd )--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This qualitative study explores the effect that staff deployment has on the morale and professional attitudes of educators who have been identified as being in excess at their schools. The study was done by doing interviews with teachers who have been affected by rightsizing and redeployment and principals who have had to manage the process. The Department of Education goes through an annual process of determining the school‘s staff establishment for the next academic year. This determination is based on the number of learners enrolled at the institution. The CEMIS statistics are used to determine the number of learners enrolled at the school and the schools‘ staff establishment for the next academic year. If a school‘s learner numbers have increased since the last survey, the school will gain some teaching posts. Conversely, if the learner numbers have dropped a number of educators at the institution, as determined by the education department, have to be identified and declared in excess. Change associated with staff redeployment can have a negative impact on the morale and motivation of teachers. A school‘s functioning and ability to supply quality education can also be compromised as a result thereof. This is especially true when schools do not have the financial resources to employ additional teachers out of school funds. The problem is researched by exploring the ‗lived experiences‘ of selected teachers at primary schools in two of the education districts that fall under the WCED. Educators who were selected to participate in the study were individuals who had been declared in excess and who were redeployed or who were awaiting redeployment. Teachers were given the opportunity to relate their individual experiences. Their accounts of the process reflect how these experiences affect behaviour, professional attitude and general health. My discussion of their perceptions pays particular attention to their perceptions of how their general health and well-being were affected. Two principals (who managed the process at their respective schools) also shed some light on their experiences of the effects of downsizing. It seems that whilst there are cases where the process of rightsizing and redeployment is handled with the necessary care and circumspection, this is not always the case. Too often rightsizing and redeployment are handled in a clinical way, which creates the impression that the principals are biased and unsympathetic. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie ondersoek die effek wat personeel ontplooing op onderwysers het wie oortollig verklaar word by hul skole. Dit beoog ook om vas te stel tot watter mate die persoon se professionele gedrag en moraal geaffekteer word hierdeur. Tydens die studie was data ingesamel deur onderhoude te voer met onderwysers wie oortollig verklaar is, en prinsipale wat hierdie proses moes bestuur. Jaarliks gaan die Departement van Onderwys deur 'n proses waar skole se onderwysvoorsiening vir die volgende jaar bepaal word deur die aantal leerders wat by die skool ingeskryf is. Die stelsel wat deur die WKOD gebruik word om leerder inskrywings by skole te bepaal, word die Sentrale Opvoedingsbestuur en Inligting Stelsel genoem. Fundameteel tot die proses is die feit dat indien 'n skool se leerdertal vermeerder het sederd die vorige opname, sal die skool addisionele onderwysers win. Indien die inskrywingstotaal egter gedaal het, word die aantal onderwysers wat aan die skool voorsien word verminder. Verandering wat deur die onderwyser herontplooiing teweegbring word kan 'n negatiewe uitwerking op die moraal en motivering van onderwysers het. Die funksionering van skole en hul vermoeë om gehalteonderrig te voorsien kan ook negatief beïnvloed word daardeur. Dit is veral skole wat dit nie kan bekostig om addisionele onderwysers aan te stel en uit skoolfonds te besoldig nie, wat die swaarste getref word hierdeur. Die probleem word nagefors deur te kyk na 'n paar onderwysers in primêre skole in twee opvoedingsdistrikte wat onder die WKOD werksaam is. Onderwysers wat deel vorm van die studie is persone wat oortollig verklaar is en verplaas is, of wie nog wag op verplasing. Hierdie studie het onderwysers se ervaringe van die herontplooingsproses bestudeer. Onderwysers was die geleentheid gegee om hul ervaringe met die naforser te deel en sodoende lig te werp op hoe die proses hul gedrag, professionele houding en algemene gesondheid geraak het. Die naforsing het getoon dat terwyl daar gevalle is waar die proses van regstellende aksie en herontplooing met die nodige sorg en omsigtigheid hanteer word, is dit nie altyd die norm nie. Hierdie proses word ten tye op 'n kliniese wyse hanteer en dit skep die indruk dat die prinsipaal onsimpatiek is en nie neutraal staan in die proses nie.

Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009. / Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.

Thesis (MPhil)--University of Stellenbosch, 2002 / ENGLISH ABSTRACT: Unique demands are made on management of combined schools in the Southern Cape because it must accommodate seven to eighteen year old learners, each with their specific needs. This includes the adolescent who has to adapt to several changes in his/her own body as well as in the environment. Elementary and middle schools in Japan and the USA have restructured to be more effective by accommodating the specific needs of the learners, as well as the demands which the society in the twenty-first century will make on learners. The success of these schools encouraged high schools to adopt a more personal nature in the relationship between adults and learners and to prepare learners for jobs which would be very different from those of a few years ago. There are quite a few aspects in favour of combined schools, for example, fewer learners, a long relationship with the school and a close relationship between school and community. These aspects should be used to their fullest to ensure that these schools remain the "good" schools they were in the past. Criteria for being effective schools are changing drastically and combined schools cannot just rely on their previous success for growth. A generation of learners with a unique nature and of whom unique demands will be made in the future are entering these schools. Schools will have to provide more than mere subject knowledge. Learners must receive education in character, ethics, self-discipline and stress management. Schools will have to be managed from a new paradigm to accomplish these aspects. Change can only happen when people change and that would create a new culture. When schools are managed from a principle-centered paradigm, people are empowered to experience private and public victories. It is then possible to align the managerial and organizational levels with the values embedded in the school mission. / AFRIKAANSE OPSOMMING: Daar word besondere eise aan die bestuur van gekombineerde skole in die Suid-Kaapse platteland gestel aangesien leerders van sewejarige tot agtienjarige ouderdom, elk met sy besondere behoeftes, geakkommodeer moet word. Dit sluit ook die adolessente in wat by verskeie veranderings in hulle eie lewens en die omgewing moet aanpas. In Japan en die VSA het veral die laerskole begin herstruktureer om skole meer effektief te maak deur die behoeftes van leerders aan te spreek, veralook ten opsigte van die eise wat die samelewing van die een-en-twintigste eeu aan leerders sal stel. Hulle sukses het ook hoërskole aangespoor om aanpassings te maak, veral ten opsigte van die skepping van In meer persoonlike aard van die verhoudings tussen leerders en volwassenes, en die voorbereiding van leerders vir In arbeidsmark wat drasties verskil van enkele jare gelede. Gekombineerde skole het baie faktore wat kan veroorsaak dat hulle effektiewe skole kan wees, byvoorbeeld min leerders, In lang verbintenis van die met die skool en In sterk band tussen skool en gemeenskap. Daar moet egter doelbewus beplan word om hierdie aspekte te benut sodat verseker kan word dat hulle ook in die toekoms die "goeie" skole kan bly wat hulle in die verlede was. Kriteria vir effektiewe skole is besig om drasties te verander en gekombineerde skole kan nie net op ou suksesse voortbou nie. In Geslag leerders met In unieke aard en aan wie unieke vereistes in die toekoms gestel gaan word, betree nou die skole. Skole moet meer as net vakkennis oordra. Karakteropvoeding, etiek, selfdissipline en streshantering is aspekte wat binne die skoolkurikulum aangespreek moet word. Om bogenoemde suksesvol te laat wees, moet daar vanuit In nuwe paradigma bestuur word. Verandering kan net plaasvind indien mense verander en daar sodoende 'n nuwe kultuur in skole gevestig word. Wanneer daar vanuit 'n beginselgesentreerde paradigma bestuur word, word mense bemagtig om eers privaat oorwinnings en dan publieke oorwinnings te behaal. Dis dan moontlik om die bestuurs- en organisatoriese vlakke in lyn met die waardes van die missie van die skool te bring.

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.

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)

This study aimed to gain insight into the nature and extent of traditional and cyberbullying among Grade Six and Seven learners in four public primary schools in Benoni. Using the Social Learning Theory as a basis for understanding bullying as a learned behaviour (socially learned through the observation of authoritarian parents), a quantitative research method was applied which utilised an online self-report questionnaire to examine the relationship between bullying and the Authoritarian parenting style. Results indicate that 50.4% of learners had been victimised, while 31.6% and 8.8% had engaged in perpetrating traditional and cyberbullying, respectively at least once (N = 279). Further results revealed that the Authoritarian parenting style is significantly related to the perpetration of both types of bullying. These results bring to the fore the reciprocal relationship between both types of bullying, and indicate a need for systemic intervention at the primary school level (involving parents/caregivers). Interventions should therefore not seek to separate types of bullying into discreet problems, but rather focus on their common underlying aspects, including parenting behaviours / Psychology / M. A. (Psychology)

Learner absenteeism is one of the major precursors to poor academic performance. If learners miss school, they do not learn and ultimately they fail or drop-out. Notwithstanding, this problem does not receive the attention it deserves. A literature study, which reviewed research findings concerning absenteeism in South Africa and selected countries, provided a framework for the ensuing empirical inquiry. A qualitative study using in-depth interviews, focus group interviews, document review and observation as data gathering techniques focused on two selected primary schools with a high rate of learner absenteeism in the Acornhoek area of Mpumalanga, South Africa. Participants were purposefully selected as information rich candidates: absentee learners, parents of absentee learners, teachers and school principals. Learner absenteeism negatively impacts effective professional practice, that is, teaching and learning. The study concludes with recommendations to prevent learner absenteeism in order to improve teaching and learning in South African primary schools. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)