EXPLORING THE VIEWS OF EDUCATORS IN A SECONDARY SCHOOL IN MILPARK ON FAMILY CHALLENGES AFFECTING LEARNERS’ ACADEMIC PERFORMANCE. A report on a study project presented to The Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfillment of the requirements for the degree Bachelor of Social Work by Keitumetse Ntsala December, 2017 DECLARATION I, Keitumetse Ntsala hereby state that this is my own unaided research report work and all the quotations utilised are acknowledged and referenced correctly. …………………… …………………………… Signature Date Ms. K Ntsala i ACKNOWLEDGEMENTS I would like to acknowledge the following people who contributed to the completion of my study: My supervisor, Dr. Edmarie Pretorius, for her continuous support, guidance and patience during the research process. The Department of Education for giving me permission to conduct my research at Secondary High School in Milpark. The headmaster, at the Secondary School for allowing me to do the research study at the school. The grade nine educators at the school who agreed to participate in the study and provide me with the data. My family, who tolerated my mood swings, temper tantrums and constant crying episodes. Your support, belief in my abilities and words of encouragement gave me strength to finish the degree and remain sane. ii ABSTRACT School social work is a field that needs to be implemented effectively in schools to deal with the adversities faced by learners. The role of the social worker within the school setting is crucial as it is representative of the learners’ voice. Based on the qualitative research conducted as a case study with eight grade nine educators at John Orr Technical High School, the main aim of the study was to explore the effect of family challenges on learner’s academic performance in secondary schools. From the thematic analysis, the most important problems that arised from the discussions included no support for learners experiencing family challenges, no involvement from parents regarding school work and poverty leading to poor academic performance. The main conclusion drawn from the study was the reality that learners face family challenges which affect their academic performance, but there is no intervention put in place that has successfully addressed these adversities. Key words: Academic Performance, Educators, Family challenges, School social work. iii TABLE OF CONTENTS Declaration…………………………………………………………………………….….i Acknowledgements……………………………………………………...…………….....ii Abstract…………………………………………………………………………………..iii Table of contents……………………………………………………………………....…iv CHAPTER ONE: INTRODUCTION 1. Introduction………………………………………………………………………...1 1.1 Statement of the problem and rationale of study…………………………………...1 1.2 Research questions……………………………………………………………….....2 1.3. Primary and secondary objectives of the study…………………………...………...2 1.4. Brief overview of research methodology…………………………………………...2 1.5. Definition of concepts...……………………………………………………….........3 1.6. Structure of research ………………………………………………………………..3 CHAPTER TWO: THEORETICAL FRAMEWORK AND LITERATURE REVIEW 2.1. Introduction...............................................................................................….............5 2.2. Theoretical Framework………………………………………………………….......5 2.3. Review of literature……………………………………………………………….....6 2.3.1 South African social context………………………………………...............6 2.3.3 South African schooling system…………………………………..........……9 2.3.3 Factors that support academic performance……………………...............…11 2.3.4. Social work in school settings………………………………...........……….11 2.2.5. Conclusion…………………………………………………………………....……..12 iv CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY 3.1. Introduction…………………………………………………………………….....13 3.2. Research approach…………………………………………………………...……13 3.3. Research design…………………………………………………………...............13 3.4. Population, sample and sampling procedure …………………………………......14 3.5. Research Instrument…………………………………………………………........14 3.6. Pre-testing research instrument…………………………………………...............15 3.7. Method of data collection........................................................................................15 3.8. Method of data analysis …………………………………………………..............16 3.8.1 Trustworthiness............................................................................................16 3.9. Ethical Considerations……………………….……………………………………17 3.10 Limitations…………………………………………………………………...........18 3.11 Conclusion…………………………………………………………………............19 CHAPTER FOUR: RESULTS AND DISCUSSION ON FINDINGS 4.1 Introduction…………………………………………………………………….….20 4.2 Demographic Information……………………………………………………….....21 4.3 Key themes arising from data collected………………………………………....…22 4.4 Discussion of themes…………………………………………………………….....22 4.4.1 Family Challenges………………………………………………………………….22 4.4.1.1 Parental Involvement……………………………………………………….23 4.4.1.2 Socioeconomic Challenges……………………………………………..…..24 4.4.1.3 Home Environment……………………………………………………..….25 4.4.2 Social work in school settings…………………………………………………..….27 v 4.4.2.1 The role of social workers………………………………………………..…27 4.4.2.2 The role of educators………………………………………………………..29 4.4.3 Intervention Programmes…………………………………………………………....30 4.4.3.1 Family challenges/learners……………………………………………….….30 4.4.3.2 Academic difficulties………….…………………………………………….31 4.4.4 Conclusion………………………………………………….…………………….…32 CHAPTER FIVE: MAIN FINDINGS, CONCLUSIONS AND RECOMMENDATION 5.1 Introduction…………………………………………………………………….……33 5.2 Summary of findings…………………………………………………………..….....33 5.2.1 Perception of educators on family challenges that might affect learners’ academic performance…………………………………………………………………………..……...33 5.2.2 Contributions of social work interventions to guide and support learners who are experiencing family challenges to improve their academic performance………………………………………………………………………….............34 5.2.3 Understanding of the perceived value of intervention programmes aimed at assisting learners to cope with family challenges…………………………………………....34 5.3 Recommendations……………………………………………………………….…..35 5.4 Conclusion…………………………………………………………………………...36 REFERENCES…………………………………………………………………..…...…....37 APPENDIXES Appendix A: Participant Information Sheet Appendix B: Participatory Consent Form Appendix C: Consent for Audio-Taping Interview Appendix D: Semi-structured Interview Schedule Appendix E: Ethics Clearance Certificate Appendix F: Permission letter from Department of Education v CHAPTER ONE INTRODUCTION 1. INTRODUCTION Citizens have always debated discrepancies between the public and private schooling in South Africa. It appears that those who are privileged and can afford the school fees, attend private schools where they are taught in smaller groups and receive individual academic attention. These learners also have access to multiple resources, psychological interventions and physical resources and almost all their needs are met. However, with public schools there is overpopulation in classrooms, teachers are not necessarily well trained, learners can often not access study materials in time and learners’ basic needs and challenges are not addressed. In addition, the family contexts and social context of learners also contribute to the challenges they are facing. Therefore, it is likely that all of these may affect their academic performance at school. 1.1 STATEMENT OF THE PROBLEM AND RATIONALE OF THE STUDY It is against this backdrop that this research project investigated the perceptions of educators about the effect of family challenges on learners’ academic performance. The study will explore support structures at the school that might be in place to support and assist learners to influence their academic performance positively. It is hoped that the study will provide additional information on the kinds of family challenges that learners are experiencing. This may enable schools to develop new or enhance existing support structures in the educational environment to assist and support learners to improve their academic performance. This research could provide Social Workers with the advancement of knowledge on the ways in which social work can effectively deliver to the needs of learners. It is hoped that the findings could lay a foundation on which education and awareness could be implemented to improve and enhance the existing services provided to learners at schools. Furthermore, it is likely that information gathered will enable social workers working in school settings to develop appropriate programmatic interventions on preventative, remedial and restorative levels to facilitate improved academic performance of learners. 1.2 RESEARCH QUESTIONS To what extent do family challenges affect learners’ academic performance? What contributions can social workers make to best meet the needs of learners affected by family challenges? What is the perceived value of intervention programmes aimed at assisting learners to cope with family challenges? 1.3 PRIMARY AIM AND SECONDARY OBJECTIVES OF THE STUDY The main aim of the study was to explore the views of secondary school educators regarding the role of family challenges on academic performance of learners. The secondary objectives of the study were: · To explore the perceptions of educators on family challenges that might affect learners’ academic performance · To determine the views of educators on the contributions of social work interventions to guide and support learners who are experiencing family challenges to improve their academic performance. · To understand the perceived value of intervention programmes aimed at assisting learners to cope with family challenges. 1.4 BRIEF OVERVIEW OF RESEARCH AND METHODOLOGY The research study took on a qualitative approach and a case study design was employed. Purposive sampling was used in selecting eight grade nine educators and one key informant at one secondary school in Milpark to participate in the study. Data were collected through individual semi- structured interviews, guided by an interview schedule. The interviews were audio-recorded. Thematic analysis was used to analyse the data and different themes that were identified in the data were used to present the data and draw main findings. 1.5 DEFINITION OF KEY CONCEPTS 1.5.1 Academic performance: Cambridge University Reporter (2003) relates academic performance to how a learner performs in an examination. Academic performance/ achievement includes: what the learner has learned and the skills that the learner has acquired which is usually measured through formative and summative assessments given by educators (Santrock, 2006). 1.5.2 Family challenges: Family challenges/stresses can be defined as stressful events that occur and result in one or more members of the family or the whole family, which causes the breakdown of the emotional connections between members of the family and their relationship with one another(Randall & Bodenmann, 2013) 1.5.3 Education: The Business Dictionary (2017) views educations as knowledge that is acquired by an individual by an individual after learning in a classroom or having experienced life lessons that provide an understanding of something. 1.5.4 School social work: A component of social work that is focused on aiding learners, parents and schools with social work services in order to alleviate the Pyscho-social and socio-economic barriers that hinder learners to reach their full potential (Huxtable & Blyth, 2002) 1.6 STRUCTURE OF RESEARCH REPORT In the first chapter, an introduction and aims and objectives of the study are provided. In chapter one there is also a summary of methodology provided that is used in the study. Chapter two of the research study is focused on the literature review and theoretical framework of the study. In chapter three, research methodology used in the study is presented. Chapter four discussed and presents the findings of the study. In chapter five, the last chapter summarises the conclusions, the major findings, and recommendations arising from the research study. CHAPTER TWO THEORETICAL FRAMEWORK AND LITERATURE REVIEW 2.1 INTRODUCTION This chapter discusses the theoretical framework and literature review that underpins the study on the possible factors that could influence learners’ academic performance are explored. The following are included, the South African social context, South African schooling system, and factors that support learners’ academic performance and Social Work in school settings. 2.2 THEORETICAL FRAMEWORK ECOLOGICAL SYSTEMS THEORY The theoretical framework that is relevant for this particular study is the Ecological Systems theory. According to this theory, our development as humans is based on the vast array of environmental systems (Bronfenbrenner, 2009). The ecological systems theory assists in enhancing the understanding the reasons why our behavior differs in the presence of our family, at the work place and in school (Bronfenbrenner, 2009). The theory is divided into systems namely, the micro, the meso, the exo and the macro systems. The first system is the micro which explains that the environment which we live in directly impacts our lives; the next system is the meso which involves the relationships between the environmental factors identified in the micro system (Bronfenbrenner, 2009). The third layer is the exo system contains all the factors that influence our lives indirectly (Bronfenbrenner, 2009). On microsystem level, the learner interacts with the school and the way in which the school interacts with the learner tends to effect the development of the learner. If the school is nurturing and encouraging, the child will excel academically. In the mesosystem level, if the parents take an active role in the learner’s school, this will assist the overall growth and will increase their interest in learning. On the exosystem level, the learner’s parent may be retrenched at work which means that the family will encounter socio-economic challenges which may cause the learner to worry and not be focused on the school work. On macrosystem level, the learner is affected by substance abuse, poverty and no access to resources which may hinder their academic progress. Knowledge about Bronfenbrenner’s Ecological perspectives model is appropriate for social workers working in school settings because learners are influenced by their environment to behave in different ways and understanding the different contexts of learners enables social workers to plan and implement appropriate interventions to best benefit the learners. Knowledge on the different environmental systems for school social work is therefore important. 2.3 REVIEW OF LITERATURE The development and learning of children takes places within a specific social context. The social context is especially influenced by socioeconomic factors and cultural factors. Apart from the family system, the school systems with all its different components contribute to and direct the development and social context of children (Pretorius, 2016). The purpose of schools is to create a conducive enabling environment that encourages learning and which facilitates development of learners to become active citizens in society. Ownership of education rests with all the citizens and education has to promote the total wellbeing of the learner (Donald, Lazarus & Lolwana, 2010). The literature review will explore the history of the South African schooling system, family challenges affecting learners’ performance and social work within the school setting. 2.3.1 SOUTH AFRICAN SOCIAL CONTEXT In comparing and reflecting on South Africa presently as opposed to where it was 22 years ago, it poses difficulty for one to become positive about its future and present accomplishments. In terms of economic development in South Africa today, one can see that the unstable economy has resulted in a loss of 500,000 formal jobs over the 22 year period which means that households are being deprived of money that they need for daily basics. As it currently stands, the unemployment rate is at 27.7 percent (Statistics South Africa, 2017). Due to the unstable economy, domestic and foreign investment has been crippled, thereby hindering economic growth and employment opportunity. Since 19995, the economy is estimated to have grown annually by 3% , however the government views growth of 6-7 % percent could play a role in eradicating unemployment and could reduce inequalities (Mattes, 2002). South Africa is characterised by an increase in crime rates with murder and rape being the most prevalent. Recently human trafficking has been on the rise, all of these crimes are as a result of the inequalities in the distribution of income and poverty (Dass-Brailsford, 2005). It is no secret that poverty is rife in South Africa especially in the townships where people live in unhealthy conditions like a shack with no electricity, no running water and maybe only one income. This income might be a pension from the grandmother who lives with her grandchildren because their parents died of HIV/AIDS, which remains amongst one of the prevalent killers in South Africa. Adding on to the ills of our country, there are high rates of teenage pregnancies and teenage girls are in age disparate relationships in an attempt to get money and help out in the household. Grant & Hallman (2006) conducted a study which concluded that girls who perform poorly were mostly likely than students who perform well to become pregnant. However girls are no longer dropping out due to pregnancy, instead they leave school due to the lack of social and economic opportunities. Furthermore girls cannot remain in school because of the domestic demands that they need to do which causes poor academic performance and endorses early motherhood. Young women in South Africa who left school due to pregnancy are influenced by their family obligation and financial situation or by potential caregiving arrangements after the child is born (Grant & Hallman, 2006). Household labour demands also influences the likelihood that a young woman will remain in school whether or not she is pregnant (Grant & Hallman, 2006). The above mentioned societal contexts in which we live in South Africa has a direct link to family challenges. When parents are unemployed, living in poverty and unhealthy living conditions then the learners are bound to be affected by this which can lead to them neglecting their studies to chase after older men and women in an attempt to live a better life than the one they live at home. Gaining access to education should not be negotiable; access to adequate schooling should be prioritized. However it goes hand-in-hand with support and assessing and addressing obstacles that children experience in their individual capacity, family and school systems during the process of education (Pretorius, 2016). These obstacles hinder them from optimally developing their potential (Huxtable and Blyth, 2002). Socio-economic stress has the ability to jeopardise the way in which children grow and develop which may result in a damaged sense of trust, security and safety (Dass-Brailsford, 2005). Socio-economic status (SES) is connected with cognitive achievement throughout life (Hackman and Farah, 2008). In the study by Bradley and Corwyn (2002), it was discovered that living in a neighborhood that has a high SES results in positive benefits for school readiness and school achievement. Studies have shown the link between student’s performance outcomes and their SES (Arguette & Auwarter, 2008). This implies that students from high SES achieve more academically as opposed to students from a low SES. Poverty according to Hagenaars and De Vos (1998: 2012) is defined as ‘”having less than an objectively defined, absolute minimum”. In South Africa poverty is measured by three lines including; the Lower Bound Poverty Line, the Upper Bound Poverty Line and the Food Poverty Line (Nicholson, 2015). Poverty attacks children very negatively and strips away their access to basic needs that are needed for survival and this is directly linked with poor academic performance. Student achievement is linked negatively with their parent’s low socio-economic level because it hinders the individual in gaining access to sources of learning (Eamon, 2005). Therefore a low socio-economic level strongly affects the performance of learners, resulting in them being dragged to a lower level (Sander, 2001). Family challenges are not only limited to socio-economic state that the family finds themselves in. The parents within the household might be illiterate so it is difficult to assist their children with school related activities, which may cause a decrease in academic performance. They are many challenges faced by South African youth such as, child headed households and children being raised by their grandmothers as a result of their parents passing on due to illnesses which may cause psychological damage to the child and may result in them not being able to achieve well academically like children who come from good households. As it stands, communities and families find it difficult to deal with HIV/AIDS and its effects especially with the support an care of orphans and vulnerable children who are forced by the disease to look after themselves, thereby creating child-headed household (Mogotlane, Chauke, Van Rensburg, Human, & Kganakga, 2010). Germann (2005) defined child headed household as the absence of both parents and where the person who is in charge of managing the household is less than 20 years of age. Presently South Africa has over a million orphans and 49% of are as a result of AIDS (UNICEF, 2008). Those children that are heading the households were often absent at school and had a responsibility to perform domestic chores which meant that their academics are being neglected and as a result their grades are low (Mogotlane., 2010) 2.3.2 SOUTH AFRICAN SCHOOLING SYSTEM The Apartheid system in South Africa affected the educational quality being provided by making sure that the different races attended school in segregated environments (Carrim, 1998). This implied that there were school levels and each level was racialised (Carrim, 1998). In order to transform education in South Africa therefore one needs to start with changes caused by the apartheid system. As a result of segregated schooling, some races attained better education because they were equipped with that catered for learners psychosocial needs. In 1994 South Africa became a true democracy and as part of the transformation process, the Department of Education published a White paper on Organisation, Governance and Funding of Schools (Department of Education, 1996) to foster democratic institutional management at school level. Under the apartheid government, education was divided racially or ethnically into 19 education departments (Kallaway, 1986). Each race was divided and there were different ways in which they were taught, the rules and laws were different as well (Carrim, 1998). South Africa’s educational system requires urgent action (Pretorius, 2016). South Africa having experienced colonialism and apartheid, the education system was challenged with inequality. Schools are meant to be a platform where learners gain knowledge and skills in order to become responsible and active citizens in society. Professionals, working in a multi-disciplinary team in schools have been identified as an appropriate way to engage with different role players like learners, educators and families about issues of education and development of learners. Especially when one works with families to help with learners’ academic performance is being advocated for in school settings in South Africa. The role of schools is to educate learners and assist in building resilience in learners that are faced with adversity (Johnson & Lazarus, 2008). Schooling can act as a mediator of resilience in learners. School staff can enhance resilience in schools by emphasising protective factors (Johnson & Lazarus, 2008). When young people feel a sense of belonging and feel their educators support and fair and equal treatment, they tend to do better academically (Libbey, 2004). In attempt to address the needs of learners in schools, the World Health Organisation (WHO) argued the introduction of health promoting schools. The WHO (1998) stated, “A health promoting school can be characterised as a school constantly strengthening its capacity as a healthy setting for living, learning, and working” (p. 2). The aim of the health promoting school is to ensure that school learners and the school as a whole achieves and maintains healthy lifestyles through introducing a supportive and conducive environment that promotes health and well-being of learners (WHO, 1998). Opportunities for commitment of providing of a safe and health-enhancing social and physical environment are required St. Leger (2004) and Rowling and Jeffreys (2006) views the health promoting school as creating a healthy and supportive environment where and skills are learned and leaders are developed. Schools provide an important setting for promoting adolescent health, as they reach over one billion children worldwide and health promotion messages can be reinforced throughout the most influential stages of their lives (Kwan, Petersen, Pine, & Borutta, 2005). The Department of Education (2017) state that education in South Africa faces various challenges including but not limited to socio-economic challenges. One of the challenges is the rapid change in demographics the Province which results in the inability to provide quality service delivery within the external environment (Department of Education, 2017). This implies that there is a relationship between people’s educational attainment levels, their quality of life and the future well-being of the Province. From the years 2003 to 2007 there has been an increase of 14.4% in the number of learner’s in public education in Gauteng and this growth makes it difficult for service delivery especially in providing classrooms and teachers (Department of Education, 2017). The HIV/AIDS epidemic also posed challenges to the Department of Education and the country as a whole. It has the potential of affecting the aging of the people that can work because of the HIV/AIDS infections in younger people, an infant mortality level that is high may cause learner enrolment to be reviewed and other planning strategies, the increase in child-headed households and orphans and increased number of absenteeism amongst the workforce (teachers) as well as the learners (Department of Education, 2017). When addressing welfare challenges of our communities, the Gauteng Department of Education (GDE) started a nutrition programme that will expand to secondary school. The GDE also plans on alleviating poverty through the elimination of school fees and increased investment in resources to school (Department of Education, 2017). 2.3.3 FACTORS THAT SUPPORT LEARNERS’ ACADEMIC PERFORMANCE It appears that the family or home environment contributes significantly to the academic performance of learners. It is argued by Dass-Brailsford (2005), that there is a link between the home environments with higher academic performance than any socio-economic variable investigated. It can be argued that there is a relation between children and parents who have a positive successful relationship and academic success. The type of parenting style has an influence on student’s academic achievement. There are three main parenting styles including authoritative, permissive and authoritarian. Authoritative parenting is the most preferred style. Authoritative parenting is commonly defined as being ‘democratic’ in that in involves a client-centred approach in where high expectations are held for children by the parents (Dornsbusch, Leiderman, Roberts & Fraleigh, 1987). This type of parenting promotes high academic achievement because these parents pay attention to their children through listening to them, placing importance on their independence, set boundaries and expectations and consequences for the behavior of their children (Dornbusch, Leiderman, Roberts & Fraleigh, 1987). Parents and adolescents who make decisions together tend to have higher grades while student who had lower grades were found to have made decisions on their own (Mncube, 2009). Parent involvement is paramount in schools because it allows shared responsibilities with families for education of children to ensure that they attain good grades (Mncube, 2009). Henderson (1987) argued that there is a relationship between the involvement of parents and student achievement. 2.3.4 SOCIAL WORK IN SCHOOL SETTINGS Social work in school setting is a field of practice that is specialized within the broader field of the profession and it takes place within school settings. It serves as an important part of the education context and strives to engage schools, families and communities to participate and contribute to the overall development and academic performance of all learners (Kirst-Ashman, 2007). The outcome of school social work is to give all children opportunities and link them with applicable resources so that they can maximize potential and succeed socially and academically within a safe, secure and healthy school environment (O’Donnell, 2000). For effective service delivery to school children, it is essential that school social workers are knowledgeable about the educational system and its policies and developmental theories (Pretorius, 2016). The social worker working within the school setting is part of the multi-disciplinary team, which is described by Pretorius (2016) as academic and professional specialists that work together to find solutions to problems and challenges experienced by learners. Social workers in school setting make use of the ecosystemic view which assists the how one may view the way in which things may change, develop and heal (Frey, Alvarez, Dupper, Sabatino, Lindsey, Raines, & Norris, 2013). Through the ecosystem view, there is an understanding of the factors in the education process and that at family level learning may be influenced by a number of factors. School social workers play the role of linking the community, home and school and provide services both directly and indirectly to learners, families and educators/teacher to support and promote learners’ social and academic sucess(Frey et al., 2013). A school social worker can effect change by providing services to learners, families and the school at large. On a learner level, the social worker’s role would be assisting the learner with resolving conflict, assisting learners in developing appropriate interaction skills and assisting the learners to understand and accept themselves and others (Frey et al., 2013). On the parental/family level, social workers within schools have to work collaboratively with parents to offer support and assist children to adjust to the school and alleviating family stresses so that children are able to study more effectively and reach their full potential (Frey et al., 2013). Above all else, it is essential that social workers work within the multidisciplinary team to provide the school with the necessary information that could be used to gain an insight on the factors that may affect learner’s behavior and performance. 2.3.5 CONCLUSION This chapter has reviewed the literature on family challenges affecting learners’ academic performance. The South African social context and schooling system was discussed along with social work in school settings and factors promoting academic performance. The next chapter will present the research methodology of the study. CHAPTER THREE RESEARCH METHODOLOGY 3.1 INTRODUCTION In this chapter, further discussions were made on the procedures that were followed in addressing the objectives and aim of the study. The procedures followed in the study includes, the approach that was employed as a guideline for the study, the research sample selection from the population, the research instruments and procedures on how the data collected was analysed. Furthermore, the limitations and strengths of the research methodology are explored in details, as well as the ethical considerations. 3.2 RESEARCH APPROACH The research approach that was used was the qualitative approach. This research approach is interpretivist and assumes that people’s perceptions and behaviors are significant (Bryman, 2012). The qualitative approach is subjective in that it describes a problem or condition from those experiencing it. This method is beneficial in that information is richer and provides for a deeper insight into the situation (Creswell, 2012). 3.3 RESEARCH DESIGN The specific design that was utilised was a case study which involved exploring the issue being studied through one or more cases within a bounded system (Creswell, 2012). In case study research, the researcher uses multiple sources of information to gather an in-depth understanding about the specific setting or context (Creswell, 2012). A single instrument case study is the type of case study that was used that Creswell, (2012) describes as the researcher remaining focused on an issue or concern and then selecting one bounded case to illustrate the issue. 3.4 POPULATION, SAMPLE AND SAMPLING PROCEDURE The selected population was all the grade nine teachers from a secondary school in Milpark, Johannesburg. The sample consisted of eight of the grade nine educators and one key informant at the secondary school in Milpark. The sample was not limited to teachers that teach a particular subject, it encompassed all teachers teaching various subjects in Grade 9. The type of sampling that was used to choose the participants is a type of non-probability sampling namely; purposive sampling. Bryman (2012) defines purposive sampling as a technique which is reliant on the researchers’ judgment when members of a population are chosen to be participants in the study. According Bryman (2012) when using non-probability sampling, every element does not have an equal chance of inclusion. When selecting participants a certain procedure was followed, and will be explained below. The principal was approached and asked for a list of all the Grade nine educators. Specific criteria for the sample population include the following: The educators must be teaching Grade nine learners who have two years of experience in teaching. At least every subject will be represented by an educator, which the researcher will choose from the list. The sample attempted to be representative of both genders and racial groups. Once the educators were approached personally using the list given by the principal, the nature of the study was then explained and the participant information sheet was provided to them (See Appendix A). Once the selected educators were keen to participate, their written consent to participate in the study was requested as per Appendix B. Consent was also requested for the audio recording for the interviews as per Appendix C. 3.5 RESEARCH INSTRUMENTATION The research instrument used was a semi-structured interview schedule. This provided some structure to guide the interview process. The schedule provided a set of open-ended questions that allowed for gathering rich information from participants (Robson, 2011). The advantage of an interview schedule is that it controls the way in which the interview flows because the questions were prepared beforehand, and therefore makes it easier to conduct and complete the interview (De Vos, Strydom, Fouche & Delport, 2011). An additional advantage of an interview schedule is that it increases the likelihood of collecting accurate information or data (De Vos, Strydom, Fouche & Delport, 2011). The disadvantages are that it can be time-consuming and there is a likelihood that the interview results may be bias because the interviewer will choose the questions to be asked during the interview (De Vos, Strydom, Fouche & Delport, 2011). 3.6 PRE-TESTING RESEARCH INSTRUMENT Pre-testing shows what works with a particular audience (Van Teijlingen & Hundley, 2001). Van Teijlingen & Hundley (2001) states that pre-testing of the instrument needs to be done in an environment that is similar to the actual data collection and with members of the population that are similar to those that will be sampled. Notes on the problems experienced should be recorded and solutions to these problems will be identified. The method of data collection was pre-tested using one educator who was not participating in the actual study. Pre-testing was done to make sure that the questions are clear and facilitate the information required sufficiently. The pre-test was conducted a week prior to the day of the official interviews and this allowed enough time to make changes to the interview schedule if deemed necessary. The data collected from the pre-test was not analysed and presented with the final data. 3.7 METHOD OF DATA COLLECTION Semi-structured face-to-face interviews were used to collect data. Interviews are described as an interaction or an exchange of dialogue that is usually based on a selected theme (Wengraf, 2001). Probes were used during interviews in order to encourage participants to expand on their responses (Wengraf, 2001). Semi-structured interviews were chosen because this research study aims to explore perceptions of educators in a secondary school in Milpark, Johannesburg on family challenges affecting learner’s academic performance. Once the participants had been recruited, a date and time was set up with the participants that is convenient for them and that will not impact on their work or personal responsibilities. The interviews were conducted at a venue convenient to the participant. The interviews were conducted for an hour. The researcher obtained permission from the participants to audio-tape the interviews. Once the interviews had been recorded they were then be transcribed in order to accurately to capture the participant’s responses. The advantages of interviews are that the researcher is able to gain in depth knowledge and subjective opinions of participants (Bryman, 2012). Semi-structured interviews also allow for probing which means that the in-depth responses will be explored with participants or gain further information if something is unclear (Bryman, 2012). The disadvantage is that the interviews can be time consuming and that they may be an imposition on the participants who will have to take time out of their work or personal lives to participate in the interview (Bryman, 2012). 3.8 METHOD OF DATA ANALYSIS The data collected was analysed using thematic data analysis. Thematic data analysis assists in gaining knowledge, empathy and insight from the data gathered (Bryman, 2012). The researcher gained an insightful understanding for the situation being researched. By using thematic analysis as a method of data analysis, themes were identified. The themes arised from the data collected and is not predetermined by the researcher. In doing thematic analysis, there is reducing of information to manageable portions in a way that highlights the key aspects of the data (Bryman, 2012). Thematic analysis will be used according to the phases as outlined by Braun & Clarke (2006). The first phase is familiarizing yourself with the data, the researcher will transcribe the data and the data will be read and re-read. Secondly the initial codes will be generated by the researcher by coding interesting aspects of the data in a systematic way across the entire data set and collating data relevant to each code (Braun & Clarke, 2006). The researcher will then search for themes and gather relevant data for each theme and then review themes by creating a theme ‘map’ of the analysis (Braun & Clarke, 2006). The next step will be providing a definition and name for the theme by having an ongoing theme to refine the specifics of each theme and generating clear definitions (Braun & Clarke, 2006). The last step in the process would be producing the report. 3.8.1 TRUSTWORTHINESS Trustworthiness encompasses four components namely, credibility, dependability, transferability and confirm ability (Creswell, 2012). In order to enhance trustworthiness of the data collection all of the above-mentioned components will be addressed. Firstly, the researcher attempted to ensure that interviews being recorded and transcribed to ensure that the data provided in the interview is correctly captured. After transcribing the data, the transcripts were given to the participants to verify that the data is correct. This assisted in enhancing the credibility of the data as the findings will be confirmed by the participants (Bryman, 2012). Credibility was enhanced by checking the data and interpretations of the data with the participants (Babbie, Mouton & Strydom, 2011). The dependability of the study was enhanced; complete records of the research process will be kept. The researcher will be working with the supervisor to ensure transparency when collecting data which allows for an external review of the process (Creswell, 2012). Transferability will be ensured through clearly describing the details of the case and providing rich accounts (Babbie, Mouton & Strydom, 2011). 3.9 ETHICAL CONSIDERATIONS Ethical considerations are one of the most important parts of research. The research study will take into account, no harm to participants, informed consent, voluntary participation and anonymity and confidentiality. The following ethical considerations were observed: Informed consent Informed consent is an ethical consideration that a researcher should be aware of. Informed consent refers to the process of gaining permission from participants to conduct the research and ensuring that they are knowledgeable about the process is and what it will entail (Mason, 2004). In order to address informed consent, consent in written form was requested from participants and will be attached to the research report. The consent was requested after a verbal explanation of the research is provided. The participants were also given an information sheet with an in-depth description of the study that will outline what participation entails. Consent for audio recording of the interviews was also be requested from participants. Voluntary Participation Voluntary participation means that participants are given the option to participate and that non-participation will result in no negative consequences (Bryman, 2012). In order to address voluntary participation, the researcher ensured that the participants aware of the fact that participation is voluntary and that they have the right to withdraw at any stage of the study and that their withdrawal will not result in any negative consequences. Anonymity and Confidentiality Anonymity is defined as the process of data collection where identifying details of participants are not known by the researcher and therefore responses cannot be linked with the participants (Bryman, 2012). Anonymity from the researcher cannot be guaranteed as the researcher will be aware of the names of the participants however the data will remain anonymous in the transcriptions and research reports. The name of the site will also be anonymous on the final research report. Confidentiality was assured by using pseudonyms on the results and transcriptions and that no identifying information of the participants or the information will be present in any reports. No harm to participants Harm to participants may include parts of the research that may negatively impact on the participants and this is something researchers should avoid throughout the process (Bryman, 2012). Participants will not during any stage this study be harmed as the topic is not sensitive and the researcher is not basing the study on a vulnerable group. 3.10 LIMITATIONS There is a small sample representing the educators in this research study, the findings arising from this study will not be generalized to the entire educator population. Another limitation with the study was with finding a suitable time slot to conduct the interviews because some of the educators had to invigilate examinations while others had to mark examination scripts. 3.11 CONCLUSION This chapter provided an in-depth discussion on the steps that were taken in conducting this research. The study utilized a non-probability sampling procedure in choosing the sample size from the population with the use of semi-structured interviews to collect data. The study used open-ended questions in addressing the aim and objectives of the study which allowed participants to narrate their stories as educators. Participants’ consents for participation were considered with the enduring of ethical considerations. The next chapter focuses on the analysis and presentation of findings CHAPTER FOUR PRESENTATION AND ANALYSIS OF FINDINGS 4.1 INTRODUCTION This chapter provides a discussion on the key findings of the research study in accordance with the research questions, aim and objectives of the study. The main aim of this chapter is to convey what was found after the data was collected and analysed (DeVos, et al., 2011). It firstly begins by contextualizing the gathered data through providing the demographic profile. The chapter will provide results from the data collected and discussion on the findings. 4.2 DEMOGRAPHIC INFORMATION Table 1 Demographic profile of study participants Demographic Factor Number Gender Female Male 6 3 Age group 18-25 26-35 36-55 56-65 Over 65 0 1 7 1 0 Race African White Indian Coloured Asian 6 2 0 1 0 Grade 9 10 Key informant 5 3 1 The sample of the study comprised of eight educators and one key informant, representing a specific secondary school in Milpark, Johannesburg. All the participants consented to becoming participants in the study fitted the sample criterion of having taught Grade nine learners. Although the research study aimed to be gender balanced, it only managed to attract more women than men. One key informant was interviewed to validate the data provided by the participants of the study. The key informant was a coloured lady who had been working at the school as a disciplinarian for more than 20 years. 4.3 KEY THEMES ARISING FROM DATA COLLECTED Trustworthiness of the data was applied and to ensure credibility, data was collected from different sources. The data was analysed using thematic analysis. Commencing from the data analysed, sub-themes emerged addressing the main objectives of the study which are: family challenges that might affect learners’ academic performance, contributions of social work interventions to guide and support learners and understanding the perceived value of intervention programmes aimed at assisting learners to cope with family challenges. Table 2: Themes arising from the analysed data Main theme Sub-theme Family Challenges Parental Involvement Socio-economic status Social work in school settings Role of the social worker Role of the educator Intervention programmes Family challenges/Learners Academic difficulties 4.4 DISCUSSION OF FINDINGS The themes that arised from the analysed data are discussed according to the research study initial objectives outlined in chapter one. The discussion of the themes includes family challenges that affect academic performance, the role of the social work in school settings and intervention programmes that are put in place to assist learners facing adversity. 4.4.1 FAMILY CHALLENGES A family is recognised as a group of people who share DNA, love, respect, commitment and will to help one another within any situation. The importance of family is to instruct children and gives guidance about personal values and social behavior. However in today’s world countless problems complicate this meaning due to issues such as financial stresses and parental involvement are some of the many reasons why families continue to fail. All families face challenges from time to time. A problem or challenge within the family can affect family members. Some of these challenges can drain a lot of energy and coping resources and take away the ability for learners to deal effectively with other things in their life like school work. Sometimes when learners are struggling to cope with challenges at home they tend to become withdrawn, irritable with family members and less able to handle frustrations. Participant 4 stated: “Families are the oldest institutions we have today and this institution is breaking down it’s under attack”. Participant 5 stated: “I think family actually plays an important role in whether learners perform well or not” Participant 7 stated: “I think family challenges certainly affect learners” This theory helps in enhancing the understanding the reasons why our behavior differs in the presence of our family, at the work place and in school (Bronfenbrenner, 2009). The first system is the micro which explains that the environment which we live in directly impacts our lives; the next system is the meso which involves the relationships between the environmental factors identified in the micro system (Bronfenbrenner, 2009). The third layer is the exo system contains all the factors that influence our lives indirectly (Bronfenbrenner, 2009). The family is a crucial element in the way in which the learner performs at school as can be explained by this theory on the macro system. On macrosystem level, the learner may be affected by family challenges including substance abuse, poverty and no access to resources which may hinder their academic progress. 4.4.1.1 PARENTAL INVOLVEMENT Parental involvement is essential in the upbringing of children because home is the first place in which a child acquires certain knowledge about life. Participant 1 stated that: “I can safely say that indeed statics show that learners that come from where parents are actively involved, have a keen interest in finding out about the performance, how the child is performing does have a direct link to how well the child is able to perform at school” It is argued by Dass-Brailsford (2005), that there is a link between the home environments with higher academic performance than any socio-economic variable investigated. It can be argued that there is a relation between children and parents who have a positive successful relationship and academic success. Henderson (1987) argued that there is a relationship between the involvement of parents and student achievement. Participant 5: “If parents are interested in what the kids are doing at school they tend to do so much better than if they know that parents do not care they will never even check anything and those parents will not respond to educators calls or will not come to a school meeting most of these learners will never do well unless they are self-motivated” These quotations link to the ecological systems theory. According to this theory, our development as humans is influenced by the different types of environmental systems (Bronfenbrenner, 2009). This theory helps in enhancing the understanding the reasons why we behave differently in the presence of our family and our behaviour when we are in school or at work (Bronfenbrenner, 2009). In the mesosystem level, if the parents take an active role in the learner’s school, this will assist the overall growth and will increase their interest in learning. 4.4.1.2 SOCIO-ECONOMIC CHALLENGES Socio-economic is defined as the quantity of the influence that the social environment has on individuals, families, communities and schools (Woolfolk, 2007). Bradley & Corwyn (2002) presented evidence that the relationship between socio-economic status and cognitive ability begins at infancy. Income and unemployment was identified as the socio-economic factor that plays a great role in affecting learner’s academic performance. Change in income or lack thereof was one of the factors that participants identified as affecting academic performance. Some learners do not receive financial support from their families and need to fend on their own which means that they have less time to spend on their school work. Participant 1 said: “Once they are certain changes at home speaking of financial support that is longer there as a result of retrenchment as you are aware that in our country there is a very high rate of unemployment it does affect some teenagers” Participant 2 (key informant) said: “90% of the time the learners that are referred are from households that are poverty stricken, children who do not have a place to stay but my biggest challenge is helping all these children because there is only so much I can do. Children also approach me for transport money and I cannot help all of them” Participant 7 said: “It is also sometimes that some of the learners are very poor sometimes I think it is circumstances at home” Participant 8 said: “Some of our learners cannot afford basics” Participant 9 said: “not having money so that impacts on their performance and behavior at school” The above quotations may link to the literature that states that socio-economic stress has the ability to jeopardise the way in which children grow and develop which may result in a damaged sense of trust, security and safety (Dass-Brailsford, 2005). Poverty attacks children very negatively and strips away their access to basic needs that are needed for survival and this is directly linked with poor academic performance.Student achievement is linked negatively with their parent’s low socio-economic level because it hinders the individual in gaining access to sources of learning (Eamon, 2005). Therefore a low socio-economic level strongly affects the performance of learners, resulting in them being dragged to a lower level (Sander, 2001). 4.4.1.3 HOME ENVIRONMENT The home in which the learner comes from plays a major role in how the learner perceives education and their attitude towards learning and school in general. In most of the responses from the participants indicated that some of the home circumstances that the learners come from are not conducive to learning, the learners have no motivation/role models and some have many chores that that they are unable to concentrate on school work. Participant 2 (key informant) said: “You will find out that they are sharing this apartment where there is one bedroom, sitting room and kitchen and the family is using the sitting room and the homework is done sitting on the bed which is difficult considering that they are doing EGD homework. The child will be shouted at for not having done the homework and the child is told that he/she is useless not knowing the problems that the child is facing” Participant 4 said: “I think that the challenges most of our learners face would be manifold for instance I am thinking here about top challenges on a list of many challenges, home environment that is not conducive to learning, and the third one would be the perception of learners respecting their ability to learn and their believe regarding whether or not they have what it takes to learn successfully” Participant 7 said: “There is nobody who has studied or works that the learners can associate with and learner’s do not believe that if they work hard they will get somewhere because they do not see it so that might be one” Participant 8 said: “Some of them cannot perform as they are supposed to because they are loaded with household chores after school which is a challenge hence some of the learners do not do their homework because they are performing the role of parents at home” Participant 9 said: “Some of them do not have a place to study in at home and some of them when they get home they have a lot of chores, taking care and looking after younger siblings and then they would have to study late at night these are the challenges I have encountered with the learners” The quotations above link to the social context of South Africa. South Africa is characterised by an increase in crime rates with murder and rape being the most prevalent. As it currently stands, the unemployment rate is at 27.7 percent (Statistics South Africa, 2017)Recently human trafficking has been on the rise, all of these crimes are as a result of the inequalities in the distribution of income and poverty (Dass-Brailsford, 2005). It is no secret that poverty is rife in South Africa especially in the townships where people live in unhealthy conditions like a shack with no electricity, no running water and maybe only one income. Many of the learners as can be seen in the above mentioned quotations do not get time to do their school work because they have household chores and head homes which impacts negatively on their academics. Germann (2005) defined child headed household as the absence of both parents and where the person who is in charge of managing the household is less than 20 years of age. Presently South Africa has over a million orphans and 49% of are as a result of AIDS (UNICEF, 2008). Those children that are heading the households were often absent at school and had a responsibility to perform domestic chores which meant that their academics are being neglected and as a result their grades are low (Mogotlane., 2010). 4.4.2 SOCIAL WORK IN SCHOOL SETTINGS School social work is a field that needs to be implemented effectively in schools to deal with the adversities faced by learners. The role of the social worker within the school setting is crucial as it will be representative of the learners’ voice. Participants indicated the importance of social workers within schools to alleviate some of the problems that learners are faced with that educators are unable to deal with. The role of the social worker and educator was clearly identified by participants which will be discussed below. 4.4.2.1 THE ROLE OF THE SOCIAL WORKER It was established by the participants that socials workers within school settings are crucial and would be able to solve the problems faced by learners. The participants mentioned that it would make the referral process easier and social workers would be able to link the learners with the correct and relevant resources. Social workers are able to earn the trust of learners and keep their information confidential. Participant 1 said: “I noticed at the time when we had social workers that learners are more open but also sometimes because of the normal, I mean as human beings we are more open to a stranger, I realised indeed social workers do help based on the factors I have identified that they are professionals, that the kids are able to open up and that social workers are able to pursue the matter and seek for external help. The social workers can help us because they know what it takes to attend to the problem” Participant 2 (key informant) said: “Should the cases be referred as the social worker, the social worker can deal directly with that problem and that social worker is able to do the counselling and find the solution to the child’s problem. Be it a place to stay, be it a food parcels, I have to call Jabulani and arrange for food parcels from SASSA whereas if there is a social worker can deal directly with this by sitting and finding these solutions” Participant 4 said: “I think to a certain degree social worker alleviate stresses that the schools are under especially social stresses learners come from different backgrounds and so they have different experiences and problems” Participant 5 said: “I refer this child to a social worker the social worker realises that they are real issues here that needs to be addressed they can even go to the child’s home to find out what is going on so that they address the issue on the basis of exactly what is going on and not based on assumptions” Participant 7 said: “If there was a social worker, I would see that the child has a situation that they cannot handle I would refer them to get someone they can speak to who can give them guidance because sometimes the situation gets big for them and they do not know to do it on their own” The outcome of school social work is to give all children opportunities and link them with applicable resources so that they can maximize potential and succeed academically and socially within a healthy, safe and secure school environment (O’Donnell, 2000). A school social worker can effect change by providing services to learners, families and the school at large. On a learner level, the social worker’s role would be assisting the learner with resolving conflict, assisting learners in developing appropriate interaction skills and assisting the learners to understand and accept themselves and others (Frey et al., 2013). On the parental/family level, social workers within schools have to work collaboratively with parents to offer support and assist children to adjust to the school and alleviating family stresses so that children are able to study more effectively and reach their full potential (Frey et al., 2013). School social workers are the link between the home, school and community in providing direct as well as indirect services to learners, families and educators/teacher to promote and support learners’ academic and social success (Frey et al., 2013). 4.4.2.2 THE ROLE OF EDUCATORS In most responses, participants indicated that most of their time is consumed with teaching and completing the syllabus so that learners have all the necessary knowledge to write exams at the end of the year. Educators want to only focus on teaching not on social problems experienced by teachers. These are some of the responses from participants. Participant 1 said: “As educators sometimes learners do not trust us to the point that they are not willing to share, they are not willing to be open whenever they encounter problems because maybe as educators we are at fault, maybe we do it intentionally because we teach a learner in Grade 8 I am likely to share my experiences with another educator and some of us are not professional enough to keep that information confidential and somehow it does get to the ears of the learner and they sometimes do not want to share confidential information for that reason” Participant 2 (key informant) said: “I have noticed with educators that they have deadlines and they do not have time to deal with a child that is difficult they tend to ignore this behavior not realising that this child has a problem” Participant 4 said: “The teacher might not necessarily attend to the needs of all the learners because of time and so not every child is reached by the teacher” Participant 5 said: “I am not going to take time out of my schedule of doing things because on top of this particular learner I have got 22 other learners sometimes 31 learners to deal with and it makes it difficult for me to really give attention to this learner, I have them in class and I want to do work in class when I have them there yes we are supposed to assist with other issues and try to develop the child holistically but it is the time that we don’t have, when these kids leave the class I have another class coming in the possibilities about forgetting about this child today are very high ” Schools are meant to be a platform where learners gain knowledge and skills in order to become responsible and active citizens in society. The role of schools is to educate learners and assist in building resilience in learners that are faced with adversity (Johnson & Lazarus, 2008). Schooling can act as a mediator of resilience in learners. School staff can enhance resilience in schools by emphasising protective factors (Johnson & Lazarus, 2008). When young people feel a sense of belonging and feel their educators support and fair and equal treatment, they tend to do better academically (Libbey, 2004). 4.4.3 INTERVENTION PROGRAMMES Every school needs to have programmes that are meant at improving their learners’ academics and overall well-being. From the interviews conducted the participants highlighted that they are intervention programmes aimed at assisting learners on the home front and academically which will be discussed in the sub-themes. 4.4.3.1 FAMILY CHALLENGES/LEARNERS As previously indicated, a family is recognised as a group of people who share DNA, love, respect, commitment and will to help one another within any situation. The importance of family is to instruct children and gives guidance about personal values and social behavior. All families are faced with adversities from time to time and need assistance so that they can return to their happy state. These are some of the participants’ responses on intervention programmes to assist families. Participant 1: “because of retrenchments some families are no longer able to take care of their children’s needs in terms of transport and food so the school does have a system wherein we have a feeding scheme that does take care of those learners needs where they get breakfast and lunch, There is also a uniform drive wherein we ask that matriculants at the end of the year are asked to donate their uniform so that we are able to assist the kids for whatever they need and it has worked wonders” Participant 2 (key informant): “The interventions I need are family visitations, the people must be able to go there, I need people who will get into a car and go and check the circumstances at home, once evaluations are done one can see how they can intervene. I need hands-on intervention, I need people that can go out because what you see here is face value but I need people to see where the child is sleeping, do proper intervention as a social worker, sit around the family and see how these people interact” Participant 4 said: “I’m thinking an educational programme that would emphasis the role and how important it is for a parent to consider himself or herself as playing a central role in the teaching or educating of the children because the parents then know and understand their children better although as teacher we spend most of the time with the learners but we not know them better than their parents so a programme that would bring awareness to the parents you actually are a primary teacher to your child” Participant 8 said: “Some of our learners cannot afford basics so the school at the end of year when the matriculants leave they donate uniform to assist these learners. Some of the learners who cannot afford food they are being assisted by the school” 4.4.3.2 ACADEMIC DIFFICULTIES Learners’ who encounter difficulties academically are unable to perform well because they do not understand the work and as a result they do not perform to the best of their ability. The school has measures in places to ensure that learners who are facing academic difficulties are catered for. Participant 4 said: “With regards to the academic support what the school has is the afternoon classes where learners who need help are identified and for different subjects” Participant 7 said: “I buddy the learners with somebody a strong and weak learner and the strong learner will work with the weak learner and I will ask it is fine with them and how it works. In the beginning of the year I already have a copy of last year’s marks so I am already aware of the learners that need help so when I teach I will regularly check up on the learners that are struggling to make sure they understand” Participant 9 said: “Academically we have learners who apply for concessions from Grade 8- Grade 12 and they get extended time to write their exams, there are extra classes and then we have different teaching resources so we try and teach them in all these different ways so that they can able to learn something so we have interactive smart boards and fully functioning workshops” In attempt to address the needs of learners in schools, the World Health Organisation (WHO) argued the introduction of health promoting schools. According to the WHO (1998), “A health promoting school can be characterized as a school constantly strengthening its capacity as a healthy setting for living, learning, and working” (p. 2). The aim of the health promoting school is the achievement of healthy lifestyles for the whole school population through introducing a supportive and conducive environment that promotes health and well-being of learners (WHO, 1998). 4.4.4 CONCLUSION This chapter reported on research findings in relation to the literature reviewed. A number of factors were found to have an influence on family challenges affecting learners’ academic performance. Such factors include income and unemployment, home environment and socio-economic factors. This chapter discussed the challenges and impact encountered by learners within schools. The next chapter will discuss the main findings, conclusions and recommendations for the study. CHAPTER FIVE MAIN FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 5.1 INTRODUCTION This chapter provides a summary of the main findings in relation to the secondary objectives of the research study. The study outlines the existing literature on the factors affecting learners’ performance. Discussion on how the study was conducted, methodology and research design was outlined. In addition, the study provides discussions on the findings and results with this chapter concluding on the main findings and recommendation. 5.2 SUMMARY OF MAIN FINDINGS OF THE STUDY The overall aim of the study was to explore the perceptions of secondary school educators on how family challenges influence the academic performance of learners. The study was guided by three objectives which aimed to address the overall aim of the study. The main findings are discussed in relation to the objectives. 5.2.1 To explore the perceptions of educators on family challenges that might affect learner’s academic performance The first objective of the study was to explore the perception of educators on family challenges that might affect learner’s academic performance. In addressing the first objective, participants shared that family challenges such as parent involvement, unemployment, poverty and the home environment are some of the factors that result in low academic performance. Due to the ever-changing and instability in the South African economy there have been retrenchments and unemployment figures on the rise, families find themselves in financial crisis and as a result they can no longer meet the needs of the children and this is evident in that the participants stated that some children do not have transport money, uniforms and food to eat because of parents inability to afford these things. In addition to this, parents are not involved in their children’s school life; they show no interest and do not attend parent meetings this has resulted in learners having no motivation and support which causes low academic performance. The learners come from homes where they have to do many chores, take care of their siblings and basically parent themselves; this means that these learners do not get enough time to attend to their school work and the environment is not conducive for learning. Therefore from drawing from the participants’ comments and views over the first objective, poverty, unemployment, home environment and parent involvement contribute to learner’s low academic performance. 5.2.2 To determine the views of educators on the contributions of social work interventions to guide and support learners who are experiencing family challenges to improve their academic performance The second objective in addressing the aim of the study was to determine the views of educators on the contributions of social work intervention to guide and support learners who are experiencing family challenges to improve their academic performance. Participants stated that they previously had social workers in their school who were sponsored by Sasol and at the time in which they had social workers the learners were well looked after and their problems were addressed promptly and effectively. The educators stated that they used a referral system where the educator would identify a learner in class and refer them to the social worker who then investigated by conducting a home visit and assisting the learner accordingly. The participants further stated that the learners trusted the social worker and enjoyed having someone they could offload to and the social worker linked the learners with the necessary resources to address their needs. Now that there are no longer social workers at the school, the educators indicate that the needs of the learners are no longer addressed inadequately because educators are focused on teaching and finishing the syllabus and the disciplinarian can only assist a certain amount of learners at a time. 5.2.3 To understand the perceived value of intervention programmes aimed at assisting learners to cope with family challenges. The third objective of the study was to understand the perceived value of intervention programmes aimed at assisting learners to cope with family challenges. Drawing from participants narrations, there are a number of programmes put in place to assist learners to cope with family challenges. Participants mentioned that learners are assisted through feeding schemes and uniforms. Furthermore, learners are given academic support because there is nobody that can assist these learners at home with their school work. Participants have indicated that these intervention programmes have worked out well and have taken the burden off learners focusing on family challenges instead they are able to focus on academic goals and achievement. 5.3 RECOMMENDATIONS The following recommendations were established from the findings and conclusions of the study. 5.3.1 School social workers School social workers are the link between the home, school and community in providing direct as well as indirect services to learners, families and educators/teacher to promote and support learners’ academic and social success (Frey et al., 2013). School social workers could be the answer to alleviating the stresses and social problems that learners are unable to handle on their own. Learners are faced with adversities that educators are unable to solve because they have to focus on teaching. By employing social workers in the school, the learners are able to offload their problems to someone they can trust and are able to get solutions that can assist them. The social worker can link the learners with resources and organisations that educators cannot. 5.3.2 Strengthening school-parent bond It can be argued that a positive parent-child relationship is related to academic success. If parents and teachers have a close-knit relationship in which they can openly sit down with one another and discuss the learners’ performance and behavior/attitude towards their school work then the learners’ performance is likely to improve. Parent-teacher meetings should me more frequent in the year wherein parents are reminded of their roles and educational programmes are put in place on how learners can be assisted. 5.3.3 Research There is a need for research on support that schools offer to learners faced with adversity since most literature available shows the most of the research conducted in this field are based internationally. More research conducted in the South African context will provide scholars with more knowledge on the unique factors contributing to family challenges affecting academic performance. Furthermore, similar studies of this kind need to conduct in other provinces to compare challenges and the coping strategies utilised learners. 5.4 CONCLUSION The academic ‘neglect’ of school social work in South Africa needs to come to an end, with more researchers exploring this field of practice and developing new knowledge necessary for school social workers in promoting effective interventional programmes. 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As part of the requirements for the degree, I am conducting research regarding perceptions of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance. It is hoped that the study will provide additional information on the kinds of family challenges learners are experiencing to enable schools to develop new or enhance existing support structures in the educational environment to assist and support learners to improve their academic performance. Furthermore, it is likely that information gathered will enable social workers working in school settings to develop appropriate services on preventative, remedial and restorative levels to facilitate improved academic performance of learners. As an educator in a secondary school within the Milpark area, I therefore wish to invite you to participate in my study. If you accept my invitation, your participation would entirely be voluntary and you are free to withdraw at any time without penalty. There are no consequences or personal benefits of participating in this study. If you agree to take part, I would arrange to interview you at a time and place suitable for you. The interview will last approximately an hour. If you choose to participate, you may withdraw from the study at any time and you may also refuse to answer any questions that you feel uncomfortable with answering. If you decide to participate, I will ask your permission to tape-record the interview. No one other than the researcher and the supervisor will have access to the tapes. The tapes will be kept in a locked cabinet for two years following any publications or for six years if no publication emanate from the study. A copy of your interview transcript without any identifying information will be stored permanently in a locked cupboard and may be used for future research. Please be assured that your name and personal details will be kept confidential and no identifying information will be included in the final research report. The results if the research may also be used for academic purposes and a summary of findings will be made available to participate on request. Please contact me on 831747@students.wits.ac.za or my supervisor Dr. Edmarie Pretorius on Edmarie.Pretorius@wits.ac.za if you have any questions regarding the study. We shall answer them to the best of our ability. If you have complaints about the study, please contact Human Research Ethics Committee Contact Details: Jasper.Knight@wits.ac.za or the administration Mrs. Shaun Schoeman, Tel 011 717 1408 or Shaun.Schoeman@wits.ac.za Thank you for taking the time to consider participating in the study. Yours Sincerely, Keitumetse Ntsala APPENDIX B CONSENT FORM FOR PARTICIPATION IN THE STUDY Exploring the views of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance. I hereby consent to participate in the research study. The purpose and procedures of the study have been explained to me: I understand that: · My participation in this study is voluntary and I may withdraw from the study without being taken disadvantaged in any way. · I may choose not to answer any specific questions asked if I do not wish to do so. · There are no foreseeable benefits or particular risks associated with participation in this study. · My identity will be kept strictly confidential, and any information that may identify me, will be removed from the interview transcript. · A copy of my interview transcript without any identifying information will be stored permanently in a locked cupboard and may be used for future research. · I understand that my responses will be used in the write up of a final year research project and may also be used to be presented in conferences, book chapters, journal articles or books. Name: Date: APPENDIX C CONSENT FORM FOR AUDIO-TAPING OF THE INTERVIEW Exploring the views of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance. I hereby consent to tape-recording of the interview: I understand that: · The recording will be stored in a secure location (locked cupboard or password-protected computer) with restricted access to the researcher and the research supervisor. · The recording will be transcribed and any information that could identify me will be removed · When the data analysis and write-up of the research study is complete, the audio-recording of the interview will be kept for two years following any publication or for six years if no publication emanate from the study. · The transcript with all identifying information directly linked to me removed, will be stored permanently and may be used for future research. · Direct quotes from my interview, without any information that could identify me may be cited in the research report or other write-ups of the research. Name: Date: APPENDIX D Exploring the views of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance. Semi-structured Interview Schedule 1. Gender: 2. Age group: ___18-25___26-35___36-55___56-65___over 65 3. Race: White African Indian Coloured Asian 4. In your years of teaching, what are the type of challenges learners experience/encounter that influence/affect their academic performance? 5. Share your views on the extent to which family challenges affect learners’ academic performance 6. How do you perceive the role of social workers in school settings? 7. What contributions can social workers make to meet the needs of learners affected by family challenges? 8. Share with me the kind of support systems the school has to support learners who are challenged by family problems and academic difficulties? 9. What kind of intervention programmes might assist learners to cope with family challenges? APPENDIX E Exploring the views of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance APPENDIX F Exploring the views of educators in a secondary school in Milpark on family challenges affecting learner’s academic performance APPROVAL LETTER FROM DEPARTMENT OF EDUCATION 27 | Page image2.png image1.jpeg