Educators' experiences of school violence.

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dc.contributor.author Pahad, Shenaaz
dc.date.accessioned 2011-03-23T08:39:59Z
dc.date.available 2011-03-23T08:39:59Z
dc.date.issued 2011-03-23
dc.identifier.uri http://hdl.handle.net/10539/9206
dc.description.abstract The purpose of this study is to explore South African educators’ subjective experiences of school violence within their schools. Educators’ experiences as victims and perpetrators of school violence were examined to gain an understanding of the definitions, contributing factors, impacts and incidents of school violence. An interpretive qualitative research method was used and interviews were conducted with 12 educators selected from two government schools in the low-income community of Alexandra. Participants’ data was then analysed using a thematic content analysis. The findings suggest that current definitions of school violence are too narrow and require expansion so as to include all acts of school violence, victim-perpetrator relationships beyond the confines of the school. Violence in schools was found to increase educators’ dysfunctional coping mechanisms, absenteeism, attrition, burnout and to compromise teaching efficacy and the performance of school. Using Brofenbrenner’s Ecological Approach the principal conclusion of this study was that school violence is a result of the interplay between individual, familial, school, communal and societal factors. en_US
dc.language.iso en en_US
dc.subject School violence en_US
dc.subject Learners en_US
dc.subject Educators en_US
dc.subject School environment en_US
dc.subject Alexandra en_US
dc.title Educators' experiences of school violence. en_US
dc.type Thesis en_US


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