It is common knowledge that the delivery of a high quality, well-resourced educational service to learners enrolled in state schools in the Eastern Cape has ground to a halt and this lack of service delivery has now become a pervasive problem. South African education has to a large extent failed to meet the needs of Black learners. Schools, like other contexts of childhood and adolescence are intimate places where youths construct identities, build a sense of self, read how society views them, develop the capacity to sustain relations and forge the skills to initiate change. These are the contexts where youth grow or shrink. Buildings in disrepair are not, therefore, merely a distraction; they are identity producing and selfdefining. There has been much debate on the topic of self-esteem and its relationship to school performance and academic achievement. Previous studies have highlighted that selfesteem and resilience do play a role in academic achievement. Despite the many challenges facing learners in under-resourced schools, many learners have overcome such challenges and achieved academic success. This study aimed to explore and describe the coping orientation and self-esteem of Black learners enrolled in under-resourced state schools in the Nelson Mandela Metropole. An exploratory, descriptive survey design was employed and eighty-five research participants completed the Orientation to Life Questionnaire 29 Item (OLQ 29 Item), Battle‟s Culture Free Self-Esteem Inventory Form AD (CFSEI Form AD) and a biographical questionnaire. Key findings revealed fairly high mean scores on the OLQ 29 Item and low total self-esteem scores. The General, Social and Personal self-esteem of the learners were found to be average. The results also revealed that learners with a high sense of coherence are likely to have high self-esteem; hence high sense of coherence is better explained by high self-esteem and low sense of coherence is better explained by low selfesteem.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nmmu/vital:9941 |
| Date | January 2012 |
| Creators | Ogle, Zimbini |
| Publisher | Nelson Mandela Metropolitan University, Faculty of Health Sciences |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis, Masters, MA |
| Format | 160 leaves, pdf |
| Rights | Nelson Mandela Metropolitan University |
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