This study examined the dynamics of school violence and the role of school leadership in
reducing it in two Umlazi township schools. A case study was conducted in two secondary
schools in Umlazi township. The aim of the study was to explore how school leaders (School
Governing bodies, School Management Teams, educators, learners and parents) help schools
to reduce violence. This qualitative study was set in the interpretivist paradigm. The research
tools compromised of semi-structured interviews, documents analysis and observations. The
two theories which underpinned this study were violent and non-violent theories. A review of
international and national literature around school violence revealed that some of the
challenges of learner-indiscipline encountered by South African schools were being
experienced world-wide. The findings of this research were a revelation to me that violence
in schools and in the community has escalated to such an extent that it has become an access
problem for some learners in many schools in South Africa (SAIRR, 2008). I had a privilege
of experiencing first-hand what secondary school educators, managers and parents
encountered and dealt with on a daily basis. It is evident that learner indiscipline is on the
increase; educator’s teaching time is being consumed in dealing with discipline issues;
educators are becoming frustrated and demoralised; the tribunal hearings are not regarded as
an effective structure by educators, learners and parental involvement is lacking as parents
seems to have abdicated the responsibility for their children’s behaviour and education to the
school management and educators. Further, the SGB play a limited role in the activities of the
school due to their incapacity and lack of empowerment.
Some of the recommendations based on the findings are that schools must involve all
stakeholders in the formation of the Code of Conduct policy. The contents and procedures
outlined in the policy must be communicated to all stakeholders and there must be
consistency in its application. Stakeholders must formulate innovative strategies to engage
parents to actively participate in the activities of the school. The Department of Education
must fulfil its obligation to capacitate parents and other stakeholders. An empowered SMT
and SGB will make a greater contribution to the elimination of school violence. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/9354 |
| Date | January 2013 |
| Creators | Duma, Siphiwe Ishmael. |
| Contributors | Mthiyane, Siphiwe Eric. |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds