Submitted in fulfillment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand. = Proefskrff voorgele ter vervulJing van die vereistes vir die graad
DOCTOR EDUCATIONIS, in die
Fakulteit Opvoedkunde
(Departement Opvoedkundige Sielkunde)
aan die
UNIVERSITEIT VAN ZOELOELAND, 1995. / The aim of this investigation was to determine the influence of violence on the black principal's role and task as well as on his life-world.
An introductory historical review was provided of the origin and occurance of violence in schools in the Republic of South Africa. From the literature study it became clear that the provision of separate education for blacks and whites was the main cause of violence in schools. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Black education became the battlefield of political ideologies. The crisis culminated in the Soweto riots of 1976. Both pupils and teachers resorted to unacceptable behaviour such as stay-aways, strikes and boycotts in order to achieve political goals.
Management and leadership style of principals determine the performance of their duties. It was established that violence in schools disturbed the black school principal's professional, organisational and administrative duties. Violence influenced the school climate in a negative way and black school principals found it difficult to motivate their staff, pupils and parents. This negative school climate often disturbed black school principals' tasks to solve interpersonal, individual-institutional and school-community conflicts sufficiently. These unresolved conflicts often resulted in violence in schools.
The black school principal's life-world was investigated. Violence disturbed the black school principal's significance attribution, involvement, lived-experience, self-actualisation and the formation of a self-concept. His relationship with himself, his staff, the pupils, the parents, the inspectors, the education department and teachers' organisations as well as his relationship with objects/ideas and God were disturbed by the occurance of violence in schools.
For the purpose of the empirical investigation, self-structured questionnaires were used. The questionnaires were completed by principals in the Umbumbuiu school circuit where violence occurred. An analysis was done of eighty completed questionnaires. Descriptive and inferential statistics were used to process the data.
In conclusion the findings emanating from the literature study and the descriptive and inferential statistics were presented. Based on these findings, the following recommendations were made:
* Education should be depoliticised. Legislation to prohibit political propaganda campaigns and party political mass meetings during school time on school premises should be promulgated. In the service contract with the Department of Education teachers should undertake not to propagate party politics in schools.
* The composition of school governing bodies should reflect the diversity of the communities which they serve. Goverment intervention in school management should be minimized. The power of school governing bodies should be increased.
* By means of information seminars, workshops and in-service courses black school principals should be equipped to handle conflict situations and violence in their schools. Every school principal should develop and implement an emergency plan in their schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/763 |
| Date | January 1995 |
| Creators | Booyens, Pieter Adriaan. |
| Contributors | Urbani, G., Vos, M.S. |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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