Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2017 / Safety in schools is not only a South African issue, but a global challenge too. The study focused on safety in semi-urban schools of Limpopo Province, Mankweng Circuit. The purpose of this study was to investigate factors that affect learners’ safety and to propose ways in which safe schools could be created so that these become centres of learning and where effective teaching takes place. A qualitative approach was used in this study via the use of a purposive sampling method. The sample for this study consisted of 3 learners selected from each 3 different schools. Data was collected through three methods: interviews, observations and written documents. Semi-structured interviews were used to interview learners. The present researcher took five to ten minutes to observe the school before starting the interviews. Substance abuse policy, Minutes for sub-committee for safety and Incidents of violence were used as written documents. The data collected was explicated using step-by-step guide. The study found that some schools in Mankweng Circuit are not safe. Fighting, stabbing, and using drugs and dagga, teenage pregnancy and threats take place on school premises and some of the learners even brought drugs and weapons into school premises. Results also indicated there is a strong partnership between parents and law enforcement agencies for instance polices are working together in the provision of safety measures in schools. As part of the study recommendations, all discarded materials such as broken chairs, tables and blackboards are stored far away from the learners’ classes and gate.

A dissertation submitted in fulfillment of the requirements for the degree of D. Litt. In Communication Science University of Zululand, 2001. / In this dissertation I present the results of an analysis of ethnic stereotyp¬ing among secondary school learners in the Durban metropolitan region. In the first part of the dissertation I review reports in the print media on the high levels of racial tension and confrontation that characterised communities, including schools, across the country since the new democ¬ratic dispensation that started in 1994. In subsequent chapters I review academic literature that reveal the extent of ethnic stereotyping world¬wide, as well as the nature of stereotyping. In the penultimate chapter I utilise the insights gained from this literature review to interpret the re¬sults, obtained through a quantitative research methodology, showing that there is clear evidence for ethnic stereotyping among the respondents of the survey, and demonstrating the cognitive models that people use when they positively stereotype their own ethnic groups, while at the same time negatively stereotyping members of other ethnic groups.

Bibliography: pages 346-384. / The study aims to portray the way of life and culture of the Modern Orthodox and Ultra Orthodox sectors of Johannesburg Jewry. It strives to show how this is translated into educational systems, and examines the attitudes and values of pupils at Johannesburg Jewish religiously orientated schools both towards their own education, as well as towards elements of Jewish and secular culture. An overview of Johannesburg Jewry is presented, and Jewish educational systems in Johannesburg are outlined. Although much of the study is descriptive and ethnographic, the focal point is the statistical analysis and discussion of the responses to a questionnaire which was administered to 159 pupils of four religiously orientated high schools. An overriding conclusion is that the samples exhibit a common pride in their Jewish heritage. The general level of religious practice and belief of the pupils of each school corresponds with that subgroup of Johannesburg Jewry with which the school is aligned. Thus the Ultra Orthodox are more comprehensive in religious practice than the Modern Orthodox. The level of religious practice of the pupils often exceeds that of their parents. This implies that the schools are, in certain cases, operating contra parentem.

A mini dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters Of Education in the Department of Educational Psychology and Special Education at the University Of Zululand, 2018 / This study attempts to establish the effects of work-related stress on educators in the Mthatha district schools, using the quantitative research approach and the simple random sampling method to select the study sample. Stress is found to be a common phenomenon within the education profession, particularly in the Mthatha district, premised on the theoretical framework of the job demand-control (JDC) theory, and its expanded version, the job demand-control support (JDCS) theory, as well as the effort-reward imbalance (ERI) model. The findings of this study show that the phases of education taught by educators in the Mthatha district schools have a significant statistic relationship with work-related stress. In addition, the findings of this study indicate a significant positive relationship between the location of schools and work-related stress in the Mthatha education district. Based on these findings, this study recommends that the Department of Basic Education (DBE) should put in place effective stress management policies in schools, and improve the general working conditions of educators, particularly in rural schools. Furthermore, this study strongly recommends the upward review of salaries, and other allowances earned by educators, in order to motivate them and mitigate the effects of work-related stress in the education profession.

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Psychology, Johannesburg 2017 / Cyberbullying is a new form of bullying that has emerged as a by-product of interactive communication technologies, of which adolescents are the most prolific users. A meaningful number of adolescents are involved in cyberbullying and the impact can have a significant effect on the wellbeing of adolescents. The prevalence and the level of severity of this phenomenon is a matter of concern for society in general. Technology is pervasive and has become an integral part of the lives of adolescents; it can also leave individuals more vulnerable to harassment and violent behaviour penetration/victimisations. This study used Q methodology as an alternative approach to explore how South African adolescents’ perceived the nature of cyberbullying and its severity by providing insights into their subjective understanding of the phenomenon. A sample of 46 adolescents (aged 14 to 17 years of age) ranked two sets of statements (Q sort 1 and Q sort 2) that described cyberbullying behaviours and hypothetical cyberbullying events respectively. Participants sorted the statements according to personal significance within a fixed matrix. Their responses were analysed using the freeware statistical program PQ Method (Schmolck, 2014). A five-factor solution was identified and described for Q sort 1. The diversity of views emerging has implications for cyberbullying research, policy, and intervention and suggests different approaches for addressing this issue. Three distinct accounts of the severity of cyberbullying events emerged from the Q sort 2 analysis. These perspectives are discussed in relation to existing literature and the potential role of adults is considered. Participants also completed an open-ended questionnaire to inform their reactions to cyberbullying events by probing coping mechanisms. The distinct representations add to the understanding of this complex phenomenon. / XL2018

Management entails achieving our goals through other people with the effective use of available resources. This study investigated the influence of the management of teaching and learning on the matriculation results of grade 12 learners in schools under Moroke Circuit in Limpopo Province, having considered the instructional and transformational leadership activities of the school leaders. The literature that has been consulted, explains the concept of the management of teaching and learning, the instructional and transformational leadership of the school principal, approaches used by the school leadership to ensure effective management of teaching and learning, the role of all stakeholders in ensuring effective management systems and positive and/or negative influence of the management of teaching and learning on matriculation examination results. Two schools from the rural area of Limpopo Province were selected for the purpose of gathering information relating to the management activities of the schools, educators’ roles, the roles of the parents and those of learners in ensuring good results in the matriculation examination. Good leadership has a recognisable influence on the performance of learners in their academic work. Therefore, the presence of this was explored in the schools selected as sample for this study. All the above topics have been explained in full taking into consideration data gathered from the two schools selected for the study. The study has revealed that effective management of teaching and learning promotes discipline in the school and impacts positively on the matriculation examination results. However, poor management of teaching and learning affects the performance of learners negatively. The conclusion is, therefore, that effective management of teaching and learning is inevitable in every school that aims at performing high in the matriculation examination every year. Recommendations have also been given as to how the management of teaching and learning can be improved upon in order to influence the matriculation examination results of our schools positively. / Educational Management and Leadership / M. Ed. (Education Management)

Ph.D. (Marketing Management) / The ability of independent schools to survive and grow would be enhanced by knowledge of what motivates parents when selecting independent schools in order to assist these schools in better targeting their marketing efforts (McGovern, 2011:16). The primary objective of the study is to recommend marketing guidelines for independent schools and was achieved to identify the choice factors influencing parents’ selection of independent primary schools, identifying the most important choice factors and demographic differences regarding the importance parents attach to choice factors. The external factors influencing the selection of independent schools, the relative importance of price, school facilities and the enrolment process were determined. The usefulness of the sources of information used in the decision-making process was investigated. Both exploratory (qualitative technique) and conclusive (quantitative technique) research designs were followed. For the qualitative technique, dept interviews with ten parents from different independent schools in Gauteng were conducted. For the quantitative technique, a non-probability judgement sample of 669 grade one parents from thirty (30) independent schools in Gauteng participated in the study. The findings of the study identified 29 different choice factors with small class size ranked the highest as choice factor. Previous interactions with the school are the highest ranked external factor influencing the decision-making process of parents and they prefer discount when two or more children from the same household are enrolled. With regard to school facilities, a computer centre is the most important for parents, and a science laboratory is less important. Parents prefer an interview with the principal when enrolling their child and the school open day and school website are the most valuable sources of information for prospective parents. Social media are not considered to be particularly a valuable source of information …

Management entails achieving our goals through other people with the effective use of available resources. This study investigated the influence of the management of teaching and learning on the matriculation results of grade 12 learners in schools under Moroke Circuit in Limpopo Province, having considered the instructional and transformational leadership activities of the school leaders. The literature that has been consulted, explains the concept of the management of teaching and learning, the instructional and transformational leadership of the school principal, approaches used by the school leadership to ensure effective management of teaching and learning, the role of all stakeholders in ensuring effective management systems and positive and/or negative influence of the management of teaching and learning on matriculation examination results. Two schools from the rural area of Limpopo Province were selected for the purpose of gathering information relating to the management activities of the schools, educators’ roles, the roles of the parents and those of learners in ensuring good results in the matriculation examination. Good leadership has a recognisable influence on the performance of learners in their academic work. Therefore, the presence of this was explored in the schools selected as sample for this study. All the above topics have been explained in full taking into consideration data gathered from the two schools selected for the study. The study has revealed that effective management of teaching and learning promotes discipline in the school and impacts positively on the matriculation examination results. However, poor management of teaching and learning affects the performance of learners negatively. The conclusion is, therefore, that effective management of teaching and learning is inevitable in every school that aims at performing high in the matriculation examination every year. Recommendations have also been given as to how the management of teaching and learning can be improved upon in order to influence the matriculation examination results of our schools positively. / Educational Leadership and Management / M. Ed. (Education Management)

School evaluation has increased in importance in recent years, particularly at the level of the whole school. It is the process which assesses the worth and merits of the institution. Due to the fact that, in most cases, evaluation is judgemental, the notion of Whole School Evaluation (WSE) was introduced into the South African education system by the national Department of Education after the 1994 democratic election. WSE has since then became the official evaluation system in South Africa. In WSE schools undergo internal as well as external evaluation. The results of the evaluation are then used by schools to draw the School Improvement Plans which are aimed at school improvement. This study explores the implementation of WSE in rural primary schools in Limpopo Province. A literature study investigated school evaluation within the international and the South African context, the provision of education in Limpopo Province and existing models of WSE. Against the background of the conceptual framework provided by the literature, a qualitative investigation was done in four primary schools in the Vhembe district in Limpopo Province. Data were gathered by means of in-depth interviews with principals of schools and supervisors. The researcher also conducted focus group interviews with School Management Team (SMT) members from participating schools. Data was analysed, discussed and synthesized. Analysed data revealed the following findings: schools experience difficulties in conducting self-evaluation, educator development in rural primary schools in Limpopo is a problem and the district and the Department of Education do not assist schools concerning development after WSE has been conducted. As a result of these findings, there is a need to assist schools in their development endeavours after WSE. The district officials as well as supervisors should find ways and means of assisting schools in the route to development. Areas for further investigation that would enhance WSE in rural primary schools have been identified. Finally, the conclusion is drawn that schools need to be rehabilitated after WSE. This will assist in developing the whole institution and improving the level of education in South African schools. / Educational Studies / D. Ed. (Education Management)

This study investigates the management and provision of extracurricular programmes in inner city secondary schools. Literature pointed out that extracurricular provisioning in inner city secondary schools is challenging because of limited physical infrastructure and negative influences from the external environment. An empirical investigation based on a qualitative research design was conducted at five research sites conveniently selected. Through individual and focus-group interviewing it was established that extracurricular programmes in inner city secondary schools are hampered by limited and inadequate facilities, a lack of human resource capacity, an over-emphasis of the curricular programme and financial constraints. Due to the importance of a holistic development of the child to be an all-rounder as adult, it is recommended that all stakeholders of the school be involved in providing a viable extracurricular programme. Stakeholders include the teaching corps, parents, the local municipality, the department of education, and the business community. / Further Teacher Education / M. Ed. (Education Management)