An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline

Description

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The study explores the perceptions
of
Namibian
teachers
of
democratic
school
governance
and
its
contribution
to
school
discipline.
The
research
examines
the
education
policy
shifts
towards
democratic
school
governance
from
before
to
after
1990.
The
study
further
investigates
the
views
of
twelve
teachers
from
four
secondary
schools
in
the
Oshana
education
region
on
how
democratic
school
governance
can
contribute
to
lack
of
discipline
among
learners.
The
study
exposes
how
learner
representation
on
the
school
board
and
their
participation
in
the
discussions
during
meetings
is
experienced.
The
study
also
discusses
how
learners
who
are
elected
to
serve
on
the
school
board
are
accountable
to
other
learners
who
have
elected
them.
The
study
shows
the
link
between
democratic
school
governance
and
school
discipline,
internationally,
nationally
and
locally.
Finally,
given
the
exploratory
nature
of
the
study,
some
issues
that
warrant
further
investigation
to
add
to
the
existing
knowledge
are
highlighted. / AFRIKAANSE OPSOMMING: Hierdie
navorsingsverslag
ondersoek
die
persepsies
van
Namibiese
onderwysers
met
betrekking
tot
demokratiese
skool
bestuur
en
die
bestuur
bydrae
tot
skool
disipline.
Verder
word
die
opvoedkundige
riglyne
vir
demokratiese
skoolbestuur
voor
en
na
1990
ondersoek
en
die
indrukke
van
twaalf
onderwysers
van
vier
sekondêre
skole
in
die
Oshana
Onderwysdistrik
met
betrekking
tot
die
bydrae
van
‘n
demokraties
verkose
skoolbestuur
tot
‘n
gebrek
aan
dissipline
onder
leerlinge
word
bespreek
Hoe
leerlingverteenwoordiging
op
die
skoolraad
en
leerlinge
se
bydrae
tot
besprekings
gedurende
vergaderings
ervaar
word,
sowel
as
hoe
leerlinge
wat
gekies
is
om
op
die
skoolraad
te
dien
aan
die
leerlinge
wat
hulle
verkies
het,
verslag
doen,
word
ook
oorweeg.
Die
verband
tussen
‘n
demokratiese
skoolbestuur
en
skooldissipline
op
internasionale,
nasionale
en
plaaslike
vlak
word
getoon,
Weens
die
ondersoekende
aard
van
die
studie
word
kwessies
laastens
uitgelig
vir
verdere
ondersoek
om
sodat
meer
inligting
by
die
reeds
bestaande
kennis
gevoeg
kan
word.

Links & Downloads

1. http://hdl.handle.net/10019.1/79886

Tags

Democracy and education -- Namibia

Theses -- Education

Dissertations -- Education

Theses -- Education policy studies

School discipline -- Namibia

Education Policy Studies

Namibia -- Education

Additional Fields

Identifer	oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/79886
Date	03 1900
Creators	Sinalumbu, Fred S.
Contributors	Bak, Nelleke, Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
Publisher	Stellenbosch : Stellenbosch University
Source Sets	South African National ETD Portal
Detected Language	English
Format	x, 82 p.
Rights	Stellenbosch University