ETD Collection

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    Perceptions of parents concerning school violence in a secondary school in Alexandra
    (2016-07-28) Mthimkhulu, Maurious S
    This research intended to explore the perceptions of parents concerning school violence in a secondary school in Alexandra. It was guided by the following questions, namely: (1) How has school violence affected learners? (2) What factors do parents think contribute to school violence? (3) What interventions do parents think are needed to address violence in schools? Because this was a qualitative study, an interpretive research paradigm was adopted in order to gain an in-depth understanding into the descriptions and information that the participants shared. Purposive sampling was chosen as a method of collecting data from the participants. The sample consisted of ten participants (parents of the learners) whose children were attending a selected high school in Alexandra. Two parents from each grade (grades 8 to 12) were selected. Participants’ ages ranged from 30 to 65 years. The results revealed that many factors such as domestic violence in families were pivotal contributors to school violence. Peer pressure, substance abuse and a new generation with a new set of rights were also identified as the causes of school violence. Anger that has developed due to unfavourable home and community conditions was another trigger identified. Effects of school violence on the learners included concentration lapses in the classroom, bunking classes, academic decline and the internalisation of violent behaviour. Educators were also been identified to be affected by the school violence, this presented as loss of interest in the teaching profession and fearfulness in the teachers as well as behaviours associated with this fearfulness such as being cautious of their behaviour around learners It is imperative that all stakeholders collaborate in addressing the problem of school violence. More research needs to be done so that society may understand the ways in which this violence can be avoided. Participants expressed that parents are willing to take part and be involved in addressing school violence, even though they think they do not have much to contribute.
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    Educators' experiences of school violence.
    (2011-03-23) Pahad, Shenaaz
    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.