MTh, PU vir CHO, 1981

MTh, PU vir CHO, 1981

1. Reason for the investigation. Authority and responsibility go hand in glove. Senior executive posts carry heavy responsibilities, but arc vested with corresponding authority. The implementation of authority in Afrikaans High Schools has boon studied to ascertain : • a fundamental foundation for a healthy approach to the question of authority; • how a policy of authority is compiled and which rules and regulations, methods and techniques be implemented. The task of the school principal has further been studied to ascertain what is being done and what can be done to minimize problems in connection with the implementation of 2nthority. 2. The method used for the investigation, By studying the attitude of authority in literature; through the medium of a questionnaire sent to school principals and by application of the principles sot down in the Holy Scriptures, a standard for the application of the vested authority could be formulated. 3. Finding. 3.1 Summary of the contents: Chapter 1. In this chapter the concept formulation, the aims of and the reason for the investigation were stated. Chapter 2 discusses authority as the ability to give instructions and take decisions by which others must abide. Authority means "to have control over". God is the source of all authority. It has been found that the authority-crisis in education is seated rather in ideological differences than in the difference between adult and child. On the authority of God's Holy word communism, liberalism, permissiveness, etc., were weighed and found wanting. The dangers lurking in the confusion and weakening of Christian principles are discussed. It is further stated that under the correct authority the educated, who is free to do as he wishes, chooses the Path of Truth. In Chapter 3 the questionnaire is discussed and an account given of the replies received. Despite shortcomings in the questionnaire, valuable data was collected. In Chapter 4 a valuation of the authority vested in a high school was assessed. It is declared that a high school would be an excellent institution for authority if dedicated educators, through personal involvement, honesty, hard work, sympathy and inspiration could succeed in influencing pupils to dedicated effort, determination and the acceptance of Christian values. Delegation of authority is considered in Chapter 5. It is an expedient which, used correctly, can be of inestimable value to a principal. Methods of delegation are discussed. In Chapter 6 attention is given to the necessity of discipline and school rules. Rules must be reasonable and lead to self-discipline. According to principals, school rules originate mainly as a result of two reasons: • it is imperative for a school to ensure that everyone benefits from the educational programme: • it is imperative that the pupils themselves learn to respect authority and to lead them to responsible self-disciplined citizenship with respect for order, co-operation and the bonds of a Christian community. Discipline and rules are not an aim in themselves, but are aids to more elevated educational objectives. The danger of too many "don'ts" is that undecided, irresolute people, who are under the impression that everything which is not specifically forbidden is permissible, will emerge. Chapter 7 deals with the implementation of the democratic principle in high schools. With careful application of the system, subordinates, especially scholars, can share in the application of this authority. In this manner a constructive contribution can be made to solve the problem of the shortage of leaders, resulting in responsible, self-reliant people. The school principal in his office is considered in Chapter 8. His task, character and problems are discussed, and full consideration given to aids for the prevention of problems in regard to discipline. The most important accessories namely discipline, sound human relationships, a happy staff and pupils are studied. A principal must maintain a pious atmosphere in his school. It is further pointed out that vocational consciousness, love, strong leadership qualities and the ability to inspire are essential characteristics in a principal. This chapter explains that although principals are entrusted with a task which would probably become progressively more difficult, they could call on help from above: “Faithful is he that calleth you, who also will do it". (1 Thes. 5: 24). In Chapter 9 the summary of the contents, the findings from the literature and the recommendations are given. The important findings from the questionnaires have been used through the whole contents, and some interesting facts emerged, which are briefly as follows: • The majority of principals of Afrikaans High Schools who completed the questionnaire were Afrikaans-speaking. • 52,2% of the principals h:we had less than five years' experience. • 66% of the schools have written school regulations. 87% of those regulations have not been submitted to the Transvaal Education Department. • 63% of the principals are of the opinion that the school’s authority also applies after school hours outside of the school gates. • With regard to hairstyles 46% consider that their rules are more strict than neighbouring schools, and 80% have stricter rules at school than those enforced by the parents. • 67% allow no dancing at school whatsoever. • 84% find that pupils comply spontaneously with school rules. • 51% do not separate boys and girls during breaks. • 91% know to what church denomination the head prefects belong. • 16% practise democratic prefect elections by pupils. • 75% hold prefect elections where both teachers and pupils vote. The greatest single problem at schools appears to be in finding suitable staff for the various posts. Parents support the school's authority and principals are of the opinion that the majority of parents prefer a strict school. Principals are of the opinion that their wives are not in duty bound to partake of any work at school, but that on investigation they may help. A list of preferences for arriving at decisions in regard to authority is given. A further list of preferences for ideals for their school is also given, as well as a list of the tasks which principals find most difficult in their application of the authority vested in them. The findings from the literature are mainly as follows: There appears to be strong, revolutionary, unchristian attitude in education, the whole crisis being seated in the conflict of forces which do not acknowledge God and the Christian philosophy. It appears that change is imminent, the problem being where changes are to be made. Mortimer Smith says "But change must be based on something more substantial than the slogans, ideological zealotry, and utopian sentimentality that all too often mark the movement for alternative schools”. The following recommendations are given: Christian educators will have to reflect on their vocation lest they fall into the trap where the means are regarded as the end, and where everyone is satisfied as long as good citizens are the end product of their work as teachers. Vague devotion and half-hearted education do not meet the demands of the present time. The onslaught against Christianity is too fanatical. Too much is speculated about the superficial and non-essential in the implementation of discipline. Young people are driven away from authority by attempts to enforce rules, which were not founded on sound and strict principles. The demands of discipline must rest on sound principles and the child must be led to decide for himself whether he wishes to build on those principles. Problems encountered in this investigation which require further research are mainly: • How many ideal scholars who are dedicated Christians remain thus once they leave school? • Why does an antipathy towards religion exist in so many young people? Is it as a result of their upbringing or have they received wrong religious instruction? • The shortage of staff requires urgent research on the question of how mere work can be done with fewer people. What percentage of our country's graduated manpower is connected with education, despite the critical shortage? We must no longer look for men in the educational field but certainly at methods by which we can ultimately manage to do more work with fewer men. Educational research should enter this field of study. In conclusion it is stated again that all is well in n school where God is the authority in the hearts and minds of principal, teachers and pupils. / Thesis (MEd)--PU vir CHO

1. Reason for the investigation. Authority and responsibility go hand in glove. Senior executive posts carry heavy responsibilities, but arc vested with corresponding authority. The implementation of authority in Afrikaans High Schools has boon studied to ascertain : • a fundamental foundation for a healthy approach to the question of authority; • how a policy of authority is compiled and which rules and regulations, methods and techniques be implemented. The task of the school principal has further been studied to ascertain what is being done and what can be done to minimize problems in connection with the implementation of 2nthority. 2. The method used for the investigation, By studying the attitude of authority in literature; through the medium of a questionnaire sent to school principals and by application of the principles sot down in the Holy Scriptures, a standard for the application of the vested authority could be formulated. 3. Finding. 3.1 Summary of the contents: Chapter 1. In this chapter the concept formulation, the aims of and the reason for the investigation were stated. Chapter 2 discusses authority as the ability to give instructions and take decisions by which others must abide. Authority means "to have control over". God is the source of all authority. It has been found that the authority-crisis in education is seated rather in ideological differences than in the difference between adult and child. On the authority of God's Holy word communism, liberalism, permissiveness, etc., were weighed and found wanting. The dangers lurking in the confusion and weakening of Christian principles are discussed. It is further stated that under the correct authority the educated, who is free to do as he wishes, chooses the Path of Truth. In Chapter 3 the questionnaire is discussed and an account given of the replies received. Despite shortcomings in the questionnaire, valuable data was collected. In Chapter 4 a valuation of the authority vested in a high school was assessed. It is declared that a high school would be an excellent institution for authority if dedicated educators, through personal involvement, honesty, hard work, sympathy and inspiration could succeed in influencing pupils to dedicated effort, determination and the acceptance of Christian values. Delegation of authority is considered in Chapter 5. It is an expedient which, used correctly, can be of inestimable value to a principal. Methods of delegation are discussed. In Chapter 6 attention is given to the necessity of discipline and school rules. Rules must be reasonable and lead to self-discipline. According to principals, school rules originate mainly as a result of two reasons: • it is imperative for a school to ensure that everyone benefits from the educational programme: • it is imperative that the pupils themselves learn to respect authority and to lead them to responsible self-disciplined citizenship with respect for order, co-operation and the bonds of a Christian community. Discipline and rules are not an aim in themselves, but are aids to more elevated educational objectives. The danger of too many "don'ts" is that undecided, irresolute people, who are under the impression that everything which is not specifically forbidden is permissible, will emerge. Chapter 7 deals with the implementation of the democratic principle in high schools. With careful application of the system, subordinates, especially scholars, can share in the application of this authority. In this manner a constructive contribution can be made to solve the problem of the shortage of leaders, resulting in responsible, self-reliant people. The school principal in his office is considered in Chapter 8. His task, character and problems are discussed, and full consideration given to aids for the prevention of problems in regard to discipline. The most important accessories namely discipline, sound human relationships, a happy staff and pupils are studied. A principal must maintain a pious atmosphere in his school. It is further pointed out that vocational consciousness, love, strong leadership qualities and the ability to inspire are essential characteristics in a principal. This chapter explains that although principals are entrusted with a task which would probably become progressively more difficult, they could call on help from above: “Faithful is he that calleth you, who also will do it". (1 Thes. 5: 24). In Chapter 9 the summary of the contents, the findings from the literature and the recommendations are given. The important findings from the questionnaires have been used through the whole contents, and some interesting facts emerged, which are briefly as follows: • The majority of principals of Afrikaans High Schools who completed the questionnaire were Afrikaans-speaking. • 52,2% of the principals h:we had less than five years' experience. • 66% of the schools have written school regulations. 87% of those regulations have not been submitted to the Transvaal Education Department. • 63% of the principals are of the opinion that the school’s authority also applies after school hours outside of the school gates. • With regard to hairstyles 46% consider that their rules are more strict than neighbouring schools, and 80% have stricter rules at school than those enforced by the parents. • 67% allow no dancing at school whatsoever. • 84% find that pupils comply spontaneously with school rules. • 51% do not separate boys and girls during breaks. • 91% know to what church denomination the head prefects belong. • 16% practise democratic prefect elections by pupils. • 75% hold prefect elections where both teachers and pupils vote. The greatest single problem at schools appears to be in finding suitable staff for the various posts. Parents support the school's authority and principals are of the opinion that the majority of parents prefer a strict school. Principals are of the opinion that their wives are not in duty bound to partake of any work at school, but that on investigation they may help. A list of preferences for arriving at decisions in regard to authority is given. A further list of preferences for ideals for their school is also given, as well as a list of the tasks which principals find most difficult in their application of the authority vested in them. The findings from the literature are mainly as follows: There appears to be strong, revolutionary, unchristian attitude in education, the whole crisis being seated in the conflict of forces which do not acknowledge God and the Christian philosophy. It appears that change is imminent, the problem being where changes are to be made. Mortimer Smith says "But change must be based on something more substantial than the slogans, ideological zealotry, and utopian sentimentality that all too often mark the movement for alternative schools”. The following recommendations are given: Christian educators will have to reflect on their vocation lest they fall into the trap where the means are regarded as the end, and where everyone is satisfied as long as good citizens are the end product of their work as teachers. Vague devotion and half-hearted education do not meet the demands of the present time. The onslaught against Christianity is too fanatical. Too much is speculated about the superficial and non-essential in the implementation of discipline. Young people are driven away from authority by attempts to enforce rules, which were not founded on sound and strict principles. The demands of discipline must rest on sound principles and the child must be led to decide for himself whether he wishes to build on those principles. Problems encountered in this investigation which require further research are mainly: • How many ideal scholars who are dedicated Christians remain thus once they leave school? • Why does an antipathy towards religion exist in so many young people? Is it as a result of their upbringing or have they received wrong religious instruction? • The shortage of staff requires urgent research on the question of how mere work can be done with fewer people. What percentage of our country's graduated manpower is connected with education, despite the critical shortage? We must no longer look for men in the educational field but certainly at methods by which we can ultimately manage to do more work with fewer men. Educational research should enter this field of study. In conclusion it is stated again that all is well in n school where God is the authority in the hearts and minds of principal, teachers and pupils. / Thesis (MEd)--PU vir CHO

Text in Afrikaans / The broad focus of the thesis is an analysis of the meaning and the modern development of the doctrine of the separation of power (trias politica) and the application thereof in the constitutional development in South Africa. The first chapter outlines the historical restrictions that were placed on governmental authority by the trias politica doctrine. In the following chapter the application of the trias politica doctrine in different governmental systems (parliamentary, presidential and semipresidential) are analysed. In the third chapter an analysis is made of the constitutions of the former Boer republics, chronologically followed by an analysis of the 1909, 1961 and 1983 Constitutions, to establish to which extent the trias politica doctrine was incorporated in the respective constitutions. In the subsequent chapters, the focus shifts to the constitutions in the post democratic era, namely the 1993 interim Constitution and the 1996 (final) Constitution. It is evident that the new supreme Constitution and an independent judiciary yielded to a stronger adherence to the separation of power principle. It is also evident that the retainment of the parliamentary system, with a fused legislature and executive authority, inhibited a stronger separation of power. The inclusion of sosioeconomic rights in the Constitution resulted in a more direct involvement in governmental policy. However, the Constitutional Court managed to maintain a fine balance between reviewing policy and the formulation of policy. In the closing chapter a short summary is provided, followed by comments on possible alternatives to the existing system to ensure a stronger separation of powers. / Public, Constitutional and International Law / LL. D. (Constitutional, International and Indigenous Law)

Text in Afrikaans / The broad focus of the thesis is an analysis of the meaning and the modern development of the doctrine of the separation of power (trias politica) and the application thereof in the constitutional development in South Africa. The first chapter outlines the historical restrictions that were placed on governmental authority by the trias politica doctrine. In the following chapter the application of the trias politica doctrine in different governmental systems (parliamentary, presidential and semipresidential) are analysed. In the third chapter an analysis is made of the constitutions of the former Boer republics, chronologically followed by an analysis of the 1909, 1961 and 1983 Constitutions, to establish to which extent the trias politica doctrine was incorporated in the respective constitutions. In the subsequent chapters, the focus shifts to the constitutions in the post democratic era, namely the 1993 interim Constitution and the 1996 (final) Constitution. It is evident that the new supreme Constitution and an independent judiciary yielded to a stronger adherence to the separation of power principle. It is also evident that the retainment of the parliamentary system, with a fused legislature and executive authority, inhibited a stronger separation of power. The inclusion of sosioeconomic rights in the Constitution resulted in a more direct involvement in governmental policy. However, the Constitutional Court managed to maintain a fine balance between reviewing policy and the formulation of policy. In the closing chapter a short summary is provided, followed by comments on possible alternatives to the existing system to ensure a stronger separation of powers. / Public, Constitutional and International Law / LL. D. (Constitutional, International and Indigenous Law)

In the history of exegesis 1 Corinthians 14:34-35 and 1 Timothy 2:11-15 have functioned as the heavy artillery against women in the ministries. From the 4th century BC, when the Church really started to develop from a dynamic underground movement of believers to a state Church organised in the image of the Roman Empire and so became the Catholic Church, women were more and more suppressed under the influence of deeply rooted Hellenistic anthropological ideas that were read into these passages. Only in the second half of the Twentieth Century, under the influence of changes in society after the sexual and feminist revolutions, changes set in that sparked the discussion about the role of women in the Church. This discussion is still continuing – in the Reformed tradition at least. These two passages, however, seem to oppose an overwhelming number of biblical themes and data that at least bring a strong nuance to the picture the two passages seem to portray. The creation of man and woman in the image of God and the protection for women against the arbitrariness of men clearly picture an original and principal equality of men and women. In the circle of disciples around Jesus Christ this becomes even more manifest. This attitude is also visible in the earliest churches. Paul expresses this in Galatians 3:28: In Christ there is no … male nor female. The passages that seem to limit the rights of women in the Church do not actually oppose this picture, but show that for the sake of the proclamation of the gospel not everything is (immediately) allowed. This dissertation attempted to interpret these two passages with the help of the grammatical-historic method. In 1 Corinthians 14:34-35 Paul personally intervenes in the apparent chaotic meetings of the cosmopolitan and charismatic congregation. He requires from different categories of participants – among them the married women that have a Christian husband – to not burden the fellowship with – in the case of the aforementioned women – their (otherwise rightful) participation in the discussion of the prophetic message during the worship service. In 1 Timothy 2:11-15 he gives his friend and student Timothy, the young pastor and teacher of the congregation in Ephesus, tools to call upon the members of the congregation not to start a revolution but to conquer the world for Christ by living an exemplary life. The context of this directive is a heresy that was particularly influencing some women that developed a prominent and domineering attitude in the Church. None of these directives or instructions of Paul talk about special ministries in the Church. It is all about attitude. For the sake of the steady progress of the gospel this attitude is to be determined by discipline and humbleness. However, the form this discipline and humbleness have largely depends on the context of the believers. / MTh (New Testament), North-West University, Potchefstroom Campus, 2014

In the history of exegesis 1 Corinthians 14:34-35 and 1 Timothy 2:11-15 have functioned as the heavy artillery against women in the ministries. From the 4th century BC, when the Church really started to develop from a dynamic underground movement of believers to a state Church organised in the image of the Roman Empire and so became the Catholic Church, women were more and more suppressed under the influence of deeply rooted Hellenistic anthropological ideas that were read into these passages. Only in the second half of the Twentieth Century, under the influence of changes in society after the sexual and feminist revolutions, changes set in that sparked the discussion about the role of women in the Church. This discussion is still continuing – in the Reformed tradition at least. These two passages, however, seem to oppose an overwhelming number of biblical themes and data that at least bring a strong nuance to the picture the two passages seem to portray. The creation of man and woman in the image of God and the protection for women against the arbitrariness of men clearly picture an original and principal equality of men and women. In the circle of disciples around Jesus Christ this becomes even more manifest. This attitude is also visible in the earliest churches. Paul expresses this in Galatians 3:28: In Christ there is no … male nor female. The passages that seem to limit the rights of women in the Church do not actually oppose this picture, but show that for the sake of the proclamation of the gospel not everything is (immediately) allowed. This dissertation attempted to interpret these two passages with the help of the grammatical-historic method. In 1 Corinthians 14:34-35 Paul personally intervenes in the apparent chaotic meetings of the cosmopolitan and charismatic congregation. He requires from different categories of participants – among them the married women that have a Christian husband – to not burden the fellowship with – in the case of the aforementioned women – their (otherwise rightful) participation in the discussion of the prophetic message during the worship service. In 1 Timothy 2:11-15 he gives his friend and student Timothy, the young pastor and teacher of the congregation in Ephesus, tools to call upon the members of the congregation not to start a revolution but to conquer the world for Christ by living an exemplary life. The context of this directive is a heresy that was particularly influencing some women that developed a prominent and domineering attitude in the Church. None of these directives or instructions of Paul talk about special ministries in the Church. It is all about attitude. For the sake of the steady progress of the gospel this attitude is to be determined by discipline and humbleness. However, the form this discipline and humbleness have largely depends on the context of the believers. / MTh (New Testament), North-West University, Potchefstroom Campus, 2014

Thesis (LLD (Private Law))--University of Stellenbosch, 1998. / 490 leaves double sided printed, preliminary pages and numbered pages 1-469. Includes bibliography. Digitised using a HP Scanjet 8250 Scanner to pdf format (OCR). / ENGLISH ABSTRACT: The thesis investigates the effect of the recognition of the rights of the child on the parent-child relationship in private law. Rights of the child seem, on the face of it, to undermine parental authority and family values. The impression is created that the state is abdicating its role as protector of the child in favour of unfettered freedom of the child. The delicate balance between individual freedom and family autonomy may in the result also be under threat. It was, therefore, necessary to extend the investigation to include the role of parents and that of the state. The study is divided into three parts. The first contains a theoretical analysis of the concept rights of the child. It is clear that the concept is a manifestation of fundamental human rights. The rights of the child are unique in nature and accommodate the changing phases of dependence and developing abilities of the child. Theoretical analysis negates the perception that the recognition of the rights of the child contributes to erosion of the family: the importance of the commitment of parents and of the state is apparent. The second part consists of a comprehensive review of the parent-child relationship in the South African private law, and an analysis of the public law dimension of the concept rights of the child. This part of the investigation demonstrates that parental authority is firmly rooted in legal history and that substantive private law does not recognise the child as bearer of rights within the context of the family. However, the Bill of Rights and the 1989 United Nations Convention on the Rights of the Child unequivocally give public law status to the child as bearer of rights. The study shows that the private and public law status of a child cannot be isolated from one another and that adaptations will have to be made to implement the rights of the child. In the third part of the study an attempt is made to identify the kind of adaptation that must be made. The impact of the idea of the rights of the child upon the parent-child relationship in private law is investigated. Australian and Scottish law are examples of legal systems which endeavour to implement fully the concept of the rights of the child. Indigenous law places a high value on human dignity. The interaction between rights and duties in indigenous systems reflect values which are inherent in the idea of the rights of the child. The study shows that the impact of the rights of the child on the parent-child relationship is such that change and adaptation of private law is necessary. Change and adaptation are required at both theoretical and practical level. A number of obstacles which may inhibit the process of change are identified. Finally, the kind of change and adaptation required is illustrated by a number of practical examples of the impact ofchange on the parent-child relationship. / AFRIKAANSE OPSOMMING: Daar word in hierdie proefskrif gepoog om te bepaal wat die effek van die erkenning van kinderregte op die ouer-kind verhouding in die privaatreg is. Kinderregte skep op die oog af die persepsie dat ouerlike gesag en gesinswaardes onderrnyn word en dat die staat sy rol as beskerrner van 'n kind abdikeer ten gunste van onbeperkte vryhede aan 'n kind. Die delikate balans tussen individuele vryhede en gesinsoutonomie is in gedrang en op hierdie wyse word die rol van ouers en die staat ook by die ondersoek betrek. Die studie behels 'n drieledige ondersoek. In die eerste plek vind 'n teoretiese ontleding van die begrip kinderregte plaas. Hierdie ondersoek toon aan dat kinderregte 'n verskyningsvorrn van fundamentele menseregte is. Kinderregte het 'n eiesoortige aard en akkommodeer die wisselende fases van afhanklikheid en ontwikkelende verrnoens van 'n kind. Die betrokkenheid van ouers en die staat word beklemtoon en die teoretiese uitgangspunt besweer gevolglik negatiewe persepsies dat die erkenning van kinderregte tot gesinsverbrokkeling sal meewerk. Die tweede deel van die ondersoek bestaan uit 'n volledige uiteensetting van die ouerkind verhouding in die Suid-Afrikaanse privaatreg en 'n ontleding van die publiekregtelike dimensie van die begrip kinderregte. Hierdie deel van die ondersoek bewys dat ouerlike gesag regshistories sterk fundeer is en dat die substantiewe privaatreg nie die kind as draer van regte binne gesinsverband erken nie. Daarteenoor verleen die Handves van Regte en die Verenigde Nasies se Konvensie op die Regte van die kind 1989 'n duidelike publiekregtelike status aan die kind as draer van regte. Die ondersoek toon aan dat die privaatregtelike en publiekregtelike status van 'n kind nie van mekaar gelsoleer kan word nie en dat aanpassings sal moet plaasvind ten einde kinderregte te implementeer. Die tipe aanpassings wat gemaak sal moet word, vloei voort uit die derde element van hierdie studie. Hierdie deeI van die studie behels 'n toepassing van die idee van kinderregte op die ouer-kind verhouding in die privaatreg. 'n Regsvergelykende element word betrek en die Australiese en Skotse reg word as modelle van 'n regstelsel voorgehou wat poog om kinderregte tot sy volle konsekwensies te implementeer. Vir doeleindes van interne regsvergelyking word daar ook na die inheemse reg verwys. Die hoe premie wat laasgenoemde regstelsel op menswaardigheid plaas en die wisselwerking tussen regte en verpligtinge verteenwoordig waardes wat eie aan die idee van kinderregte is. Die gevolgtrekking is dat die effek van kinderregte op die ouer-kind verhouding van sodanige omvang is dat aanpassings in die privaatreg sal moet plaasvind. Veranderings in regsdenke en formele aanpassings word vereis en 'n aantal struikelblokke wat deel van hierdie proses is, word uitgelig. Sekere praktiese implikasies vir die ouer-kind verhouding word ook voorgehou ten einde te illustreer wat die aard van die aanpassings is wat vereis word.

The purpose of this study is to examine teachers’ experiences of power relations as psychological violence and the impact it has on their health. This study, using a qualitative approach, thus investigates the association between power relations and the dimensions thereof and how it manifests as psychological violence. In turn, it may have detrimental effects on the health of the teacher and the whole teaching-learning process. Based on the findings, recommendations for this - and future research - are proposed. Open-ended phenomenological interviews were used to collecct the qaulitative data. Eleven participants indicated their willingness to be individually interviewed for the study. The qualitative findings indicated that teachers experience power relations as psychological violence, it is experienced severely and emanates mostly from colleagues in management positions. The most prevalent and severe forms of power relations as psychological violence as experienced by teachers include being subjected to power abuse from principals; being subjected to autocratic management styles and management’s power abuse through the abdication of responsibility. The most severe physical health consequenses as experienced by teachers include feeling tired and experiencing physical ill health. It further emerged that the most severe phychological health consequenses were experienced in the form of feelings of helplessness and feeling emotional or wanting to cry. Teachers’ lack of work productivity and motivation were the most severe behavioural consequense because of the experience of power abuse as psychological violence. Teachers’ personal and family relations and teachers withdrawing socially were the most evident social consequense due to negative experiences. The findings from the study indicated that teachers experience power relations as psychological violence in various forms and that it is highly prevalent. The research results have shown that teachers identified many dimensions of power relations, such as management styles, the perception or experience of someone’s power or “weak point”, possessing no power or status, female teachers being treated in a subordinate manner and racial or cultural differences of others as a contributer to abuse power in relationships at school. This study contributes towards the power relations and psychological violence literature in general and in particular, teachers’ experiences in South Africa. In the light of the findings the study recommends that teacher support programmes should be put in place in order to address the experience of power relations as psychological violence. It further recommends that teachers and students studying to become teachers should be provided with information about power relations as psychological violence to create awareness. / Thesis (MEd (Educational Psychology))--North-West University, Potchefstroom Campus, 2013