Lynette Jacobs

Framing of school violence in the South African printed media - (mis)information to the public

The way in which the media report on school violence influences public perceptions, gives rise to particular attitudes and can influence decisions by policy makers. The more frequently an issue is presented in a specific way, the more likely it is for readers to perceive the media’s version as the truth. Although news is assumed to be reliable, comprehensive and unprejudiced, journalism can be questioned. This study explores how school violence is framed in the South African print media. A framing analysis was done of 92 articles that appeared in 21 different public newspapers during one year. I found that the way in which the public is informed encourages the perception of school violence as being an individual, rather than a societal, problem and encourages the acceptance of assumptions and stereotypes. Typical ‘bloodand-guts’ reporting is popular, while issues such as emotional and sexual violence in schools appear largely unnoticed by journalists. I argue that the main frames provided to readers in South African newspapers fail largely to elicit social responsibility, while at the same time promoting civic indifference.

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.

The effect of learner misbehaviour on educators in Lesotho

Abstract The aim of this study was twofold, namely to examine (1) the effect of learner misbehaviour on identified symptoms of educator burnout and stress, and (2) the possible association between demographic variables and symptoms of educator stress and burnout as a direct result of learner misbehaviour. The quantitative empirical approach was used in this study. A self-reporting questionnaire was completed by 511 educators. The data were analysed by means of frequencies, the Students t-test and the One-way ANOVA (analysis of variance) statistic. The results are reported against the background of a diagrammatical, enumerative display of the nature and frequency of different types of misbehaviour that the respondents had to address. The results prove that learner misbehaviour in Lesotho has serious negative consequences for a relatively small percentage of respondents. Contrary to the prevailing view in the literature, the data furthermore show that learner misbehaviour in Lesotho more often impacts negatively on male and on experienced educators, than on their female and their less experienced counterparts.

Strategies used in Lesotho schools to maintain discipline: Results from an exploratory study

Abstract In order to expand the knowledge base on learner misbehaviour and disciplinary strategies in Lesotho, the present study reports on findings from an inquiry on how school levels, school control and school size relate to disciplinary strategies. A cross-sectional survey design was used to collect data from Lesotho teachers. The data were analysed by means of frequencies and the one-way ANOVA test. The frequency tables illustrate that there are some differences in the popularity of 22 disciplinary strategies among the different school levels, types of school control and school sizes concerning the teachers who took part in the study. A comparison of the popularity of the overarching categories (traditional and progressive disciplinary strategies) shows firstly, that primary school respondents use a statistically significantly larger number of progressive strategies than respondents from combined and secondary schools and secondly, that participants from schools with 250-499 learners use statistically significantly more traditional and progressive strategies than their colleagues from smaller and larger schools. The results from the statistical analysis lastly reveal that school control type does not have a statistically significant influence on the preference of both traditional and progressive disciplinary strategies. Although this study was guided by the critical rationalist paradigm, the results are discussed within Lesothos socio-educational context.

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.