Family and school contexts have always been pivotal for shaping children’s
behavioural conduct. They are associated with a laboratory where children are
expected to learn about freedom, safety, socialisation and good behaviour. A
family context lacking the provision of safety, security, love and happiness is
tantamount to encouraging negative behaviour to children.
The researcher utilized a qualitative research approach and gathered data by
conducting face to face interviews with participants likely to inform the study. The
researcher also utilized the purposive sampling technique to assemble a sample.
Eight steps for qualitative data analysis as proposed by Tesch in Creswell
(2009:186) were utilized for data analysis. Criteria for developing the
trustworthiness of a qualitative inquiry as outlined by Lincoln and Guba (in Polit
& Beck, 2008:539) were also used.
The findings reveal that teacher-learner relationships in schools seem to play an
important role in the development of behavioural conduct among learners.
Learners who have close relationship with teachers appear to demonstrate social
and academic competence at school in comparison with learners with distant
relationship with teachers. Furthermore, strong family relationships were found
to protect children from poor behavioural outcomes, whereas conflictual parentchild
relationships and sibling rivalry interfered with children’s social
relationships. / Social Work / M.A. (Social Work)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27123 |
| Date | 23 February 2021 |
| Creators | Munarini, Nditsheni Patrick |
| Contributors | Kgadima, Nathaniel Phuti |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (x, 195 leaves), application/pdf |
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