Corene De Wet

Free State educators' perceptions and observations of learner-on-learner, learner-on-educator and educator-on-learner school violence

This paper examines the experiences and observations of a group of Free State educators of learner-on-learner, learner-on-educator and educator-on-learner violence and violence-related behaviour against the background of a literature study. The research instrument was an adapted version of Joshi and Kaschaks violence and trauma questionnaire. The data revealed that Free State learners and educators are mostly exposed to verbal and physical violence. Furthermore, it was found that school size, age, as well as location, have a statistically significant influence on most forms of violence and violence-related behaviour. Secondary schools, schools with 500 or more learners, as well as schools located in rural areas, were identified as the groups with the highest incidence of most forms of learner and educator violence and violence-related behaviour. Based on the results of this study, a few short-, as well as long-term strategies to prevent school violence are made.

Educators' understanding of workplace bullying

This article looks at educators’ understanding of workplace bullying through the lens of a twodimensional model of bullying. Educators, who were furthering their studies at the University of the Free State, were invited to take part in a study on different types of bullying. Deductive, directed content analysis was used to analyse 59 participants’ descriptions of workplace bullying. The study found that the theoretical model provided a valuable framework for studying bullying in this context. The analysis of the educators’ descriptions provided the following insights about the relational and organisational foundations of workplace bullying: (1) The relational powerless victims are subjected to public humiliation, disregard, isolation and discrimination. The bullying of educators results in escalating apathy and disempowerment, to the detriment of their professional and private wellbeing. (2) Bullying is likely to occur in schools where organisational chaos reigns. Such schools are characterised by incompetent, unprincipled, abusive leadership, lack of accountability, fairness and transparency. (3) There is interplay between relational powerlessness and organisational chaos, i.e. the absence of principled leadership, accountability and transparency gives rise to workplace bullying.

Risk Factors for Educator-Targeted Bullying: A Social-Ecological Perspective

This study investigated educator-targeted bullying (ETB) in a South African school setting from a social-ecological perspective. Seven survivors of ETB were interviewed using open ended questions. The data were content analysed for themes. The main findings of the study were: (1) bullies are undisciplined individuals who lack parental support; (2) school and classroom management styles may encourage ETB; and (3) a lack of positive values in the community and a disregard for authority figures perpetuate ETB. Survivors of ETB perceived to lack support from colleagues, school management, and parents of the offending learners.This study investigated educator-targeted bullying (ETB) in a South African school setting from a social-ecological perspective. Seven survivors of ETB were interviewed using open ended questions. The data were content analysed for themes. The main findings of the study were: (1) bullies are undisciplined individuals who lack parental support; (2) school and classroom management styles may encourage ETB; and (3) a lack of positive values in the community and a disregard for authority figures perpetuate ETB. Survivors of ETB perceived to lack support from colleagues, school management, and parents of the offending learners.

Policy and Practice: Financial Management in Schools in the Mafeteng District of Lesotho

Abstract Despite the efforts of the Lesotho Ministry of Education to enhance principals’ performance and the existence of guidelines in the form of a chapter on financial management in the Manual for Principals of Secondary and High Schools, financial management capacity is a concern in Lesotho secondary and high schools. This article reports on findings emanating from in-depth personal interviews with school principals on financial management practices in their schools. Qualitative content analysis was used to analyse the narratives. Identified themes were juxtaposed with the Lesotho Ministry of Education’s policy guidelines on financial management. The study highlighted the deficiency of, as well as problems regarding the implementation of the policy: (1) There is a noteworthy discrepancy between the policy and school financial theory. (2) Despite the policy document’s extensive directives on financial planning and organisation, problems regarding budgeting, the collection and recording of school fees, as well as a lack of administrative support abound. (3) The absence of a clear policy directive on financial leadership and control is reflected by unsatisfactory financial leadership and arbitrary auditing practices. Findings of this study repudiate the argument that the existence of a financial policy will inevitably lead to sound financial management in Lesotho schools, and consequently quality education.

A Comparison between the Consequences of Peer Sexual Harassment for Boys and Girls

Abstract This article reports on findings of a concurrent mixed method study on gender differentiating consequences of peer sexual harassment for learners in the Free State Province of South Africa. A self-reporting questionnaire, based on Fitzgerald’s Sexual Experience Questionnaire and Timmerman’s questionnaire on unwanted sexual behaviour in secondary schools, was completed by 474 Grade 8-12 learners (286 girls, 180 boys, and gender not indicated for 8). The average age of the respondents (in completed years) was 17.0 years. Frequency tables, ratios, Spearman’s rho, Kendall’s tau, χ2- and t tests, as well as coding frames were used to analyse the data. The qualitative and quantitative data reveal that contrary to popular belief and most sexual harassment research findings, the consequences of sexual harassment for boys and girls are more similar than different. Boys, however, experience sexual harassment as more flattering and “normal” than girls. This study shows that boys who have been subjected to sexual harassment feel more like fools, embarrassed and powerless than their female counterparts. It may, therefore, be concluded that whilst female victims react more emotionally, male victims react in terms of their idea of masculinity.

Dual-Mode Universities: A Possible Answer for South Africa’s Higher Education Crisis?

Abstract Violent student unrests over the escalating costs of and a scarcity of places in South African highereducation institutions necessitated research into the conversion of single-mode, face-to-face universities into dualmodeuniversities as a possible solution for the higher education crisis in South Africa. The objective of thisliterature study is to highlight issues that may impede or promote the expansion of dual-mode universities, such asthe perceived cost-effectiveness of dual-mode universities, the changing role of academic and administrative staffin dual-mode universities, the need for institutional support, and the role played by a specialised distance educationunit to facilitate the dual-mode provision of higher education. The study found that there is resistance amongacademics and administrative staff to embrace dual-mode universities. Recommendations are made.

The School in School Violence in the Eastern Cape Province of South Africa

Abstract The aim of this study was firstly to determine whether there is a correlation between the predictors of school violence (school culture and school climate) and school violence, and secondly to investigate the influence of school-specific demographic variables on safety at schools, school culture and school climate, and school violence. Two research hypotheses have been formulated: (1) School culture and school climate can be used to explain school violence; (2) Significant differences in the average counts for school safety, school culture, school climate and school violence occur between the following variables: gender, grade and the size of the school. An adapted California School Climate and Safety Survey – Short Form (CSCSS-SF), which has been utilised as data collection instrument, was completed by 900 Grade 10-12 learners. With the help of Pearson’s product-moment correlation coefficient, it was determined that, the better the school culture and school climate at a school, the lower the levels of violence at the school. The results of the MANOVA analysis indicate that there are statistically significant differences in the average school culture and school climate counts, as well as the count for school violence for all the biographic variables. Significant differences in mean scores for the two genders, different school sizes and grades for the CSCSS scales were determined with the help of unidirectional variance analyses. The results of this study are confirmed by earlier research findings. The article concludes with recommendations on how the results can be utilised to address school violence.

The Influence of Traditional Male Initiation (Lebollo) on School Discipline: Educators’ Perspectives

ABSTRACT This study explores the influence of traditional male initiation on school discipline. Eight educators teaching in township schools in Bloemfontein, South Africa, were purposefully selected to take part in a focus-group interview. The results from a content analysis indicate that initiates may exacerbate disciplinary problems at schools and that certain types of misbehavior may be attributed to initiation schools. The study found that initiation schools might perpetuate gender inequalities, patriarchy, gangsterism, and criminality. Recommendations on how to deal with disciplinary problems arising from initiates’ behavior are made.

The worldwide expansion of education since the middle of the Twentieth Century: reconstruction and assessment

Abstract This paper has a dual purpose, namely to reconstruct the defining moments in the global history of developments in education, and to assess the outcomes and consequences of the expansion of education. In this paper, the literature survey as method for collecting information was utilised. The historical method was utilised at the second level. Guided by literature, the impressive developments and innovations in education in the West, the East and the Global South were reconstructed, in particular since the 1960s. The paper shows that, despite global endeavours to eliminate disparities in education, there are still no equal opportunities pertaining to quality and accessibility. Possible reasons for the inequalities are highlighted. The paper emphasises the necessity for local and international collaboration in order to establish equal access to high-quality education for all children worldwide.

Educational risk factors for psychological truancy in Lesotho: a qualitative exploration

A qualitative case study design was used to explore educational risk factors that may contribute to psychological truancy in a Lesotho secondary school. Purposively sampled teachers (n = 4, females = 50%) and pupils (n = 4, females = 75%), who have experience of psychological truancy, took part in a focus group and individual interviews. Inductive content analysis was used to analyse data emanating from the interviews. The findings indicate that pupil–teacher relationships, the use of English as medium of instruction and a lack of resources may be educational risk factors contributing to psychological truancy. Positive pupil–teacher relationships and active classroom engagement are prerequisites for successful and active learning.