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Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe
Thesis (MEdPsych)--Stellenbosch University, 2023.
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| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2023
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| _version_ | 1867613903402303488 |
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| access_status_str | Open Access |
| author | Cloete, Lelani |
| author2 | Carolissen, Ronelle |
| author_browse | Carolissen, Ronelle Cloete, Lelani |
| author_facet | Carolissen, Ronelle Cloete, Lelani |
| author_sort | Cloete, Lelani |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2023. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/128657 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:43:32.400Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/128657 Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe Cloete, Lelani Carolissen, Ronelle Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Teachers -- Violence against School violence Empowerment UCTD Thesis (MEdPsych)--Stellenbosch University, 2023. AFRIKAANSE OPSOMMING: Onderwysergerigte geweld (OGG) in skole is ‘n komplekse verskynsel van uiterste belang (Mahome, 2019), wat nog min navorsing geniet wat die erns daarvan kan oordra. Onderwysergerigte geweld het ‘n noemenswaardige effek op onderwysers se persoonlike en professionele lewens (De Wet, 2010). Dit affekteer onderwysers se emosionele en fisiese welstand, werkprestasie en dra by daartoe dat onderwysers die professie binne die eerste vyf jaar van onderrig verlaat (Le Cordeur, 2022). Onderwysers verlaat die professie om te ontsnap uit ‘n klimaat van vrees, gekenmerk deur intimidasie, viktimisering en disrespek (Mahome, 2019). Die onregverdigheid daarvan dat onderwysers hul professie as ‘n opdraende stryd beleef kan moontlik toegeskryf kan word aan eksterne faktore soos OGG. Aangesien onderwysers die hartklop van onderwys is, moet OGG geminimeer word om aan leerders ‘n optimale onderrig- en leermilieu te bied. OGG veroorsaak leed op individuele vlak vir die onderwysers én leerders, maar dit kring ook verder uit om ‘n nadelige effek op die skoolkultuur en die gemeenskap te hê. Die rasionaal is om die teenwoordigheid van OGG in skole in hoë-inkomstegemeenskappe te verken, sodat dit aangespreek kan word in navorsing en gevolglik ook deur belanghebbende rolspelers. Die Suid-Afrikaanse konteks is uniek, gegewe die diversiteit, stratifikasie en veranderlike aard wat dit kenmerk. Navorsing moet oor onderskeie sosio-demografiese vlakke van skole gedoen word, maar tog word die meeste skoolgebaseerde navorsing in lae-inkomste gemeenskappe gedoen. Daar is nog min studies op skole in hoë-inkomstegemeenskappe (kwintiel en kategorie vier en vyf skole) gedoen rakende OGG. Ten einde die doelstellings van die studie te bereik, is ‘n kwalitatiewe, fenomenologiese studie gedoen om die ervaring van onderwysergerigte geweld (OGG) by onderwysers in skole in hoë-inkomstegemeenskappe te verken. Die literatuur en bevindinge word vanuit die teoretiese raamwerk aanskou, wat as navorsingslens dien. Bronfenbrenner se bio-ekologiese model is as metateorie aangewend en die kritiese teorie is gebruik om die komplekse verskynsel van onderwysergerigte geweld te verken. Hierdie studie is vanuit die konstruktivistiese, en meer spesifiek die interpretavistiese, paradigma benader aangesien dit die navorser toelaat om ‘n beter verstaan van ‘n individu se waarheid, realiteit en idees te kry – ‘n gepaste benadering vir hierdie studie. Ses onderwysers is genader (deur doelgerigte steekproefneming) om vrywillig aan die studie deel te neem. Semi-gestruktureerde individuele- en fokusgroeponderhoude is gebruik om diepgaande en ryk kwalitatiewe beskrywings van die onderwysers se ervaringe te kry. Tematiese analise is gebruik om die deelnemers se response deur middel van kodering in temas te groepeer. Die bevindinge dui daarop dat ouers die primêre aggressors is wat verbaal-emosionele geweld gebruik om die onderwysers se mag te ontneem. Verder is bevind dat ‘n gebrek aan grense op ‘n multi-sistemiese vlak ‘n groot rol speel in die oorsaak van OGG in skole in hoë-inkomstegemeenskappe. Daar was ‘n ooreenkoms in persoonseienskappe van die slagoffers van OGG: die aard van onderwysers (‘n sagte hart vir leerders, en ‘n behoefte om ‘n verskil te maak). Die aggressor (ouers) het geregtigheid nagestreef en onderwysers van mag ontneem. Die skoolbestuur het op ekologiese vlak ‘n belangrike rol te speel om OGG te minimeer en personeel te bemagtig. Waardevolle voorstelle om die impak of teenwoordigheid van OGG te verminder is gemaak deur die deelnemers, wat hopelik kan bydra tot beleidsontwikkeling. ENGLISH ABSTRACT: Teacher-directed violence (TDV) in schools is a complex phenomenon of extreme importance (Mahome, 2019), which still enjoys little research that can convey its seriousness. Teacher-directed violence has a significant effect on teachers’ personal and professional lives (De Wet, 2010). This affects teachers’ emotional and physical well-being, work performance and contributes to teachers leaving the profession within the first five years of teaching (Le Cordeur, 2022). Teachers leave the profession to escape a climate of fear, characterised by intimidation, victimisation and disrespect (Mahome, 2019). The unfairness of teachers experiencing their profession as an uphill battle can possibly be attributed to external factors such as TDV. Since teachers are the heartbeat of education, TDV must be minimised to provide learners with an optimal teaching and learning environment. TDV causes harm on an individual level for the teachers and learners, but it also spreads further to have an adverse effect on the school culture and the community. The rationale of the study is to explore the presence of TDV in schools in high-income communities, so that it can be addressed in research and consequently also by relevant role players. The South African context is unique, given the diversity, stratification and changeable nature that characterises it. Research should be conducted across different socio-demographic levels of schools, yet most school-based research is conducted in low-income communities. Few studies have been conducted on schools in high-income communities (quintile and category four and five schools) regarding TDV. In order to achieve the objectives of the study, a qualitative, phenomenological study was conducted to explore the experience of teacher-directed violence (TDV) among teachers in schools in high-income communities. The literature and findings are viewed from the theoretical framework, which serves as a research lens. Bronfenbrenner’s bio-ecological model was used as a meta-theory which, in tandem with the critical theory, was used to explore the complex phenomenon of teacher-directed violence. This study was approached from the constructivist, and more specifically the interpretivistic, paradigm as it allows the researcher to gain a better understanding of an individual’s truth, reality and ideas - an appropriate approach for this study. Six teachers were identified through purposive sampling and were approached to voluntarily participate in the study. Data was generated through in-depth, semi-structured individual and focus group interviews that provided richly nuanced and in-depth qualitative descriptions. In addition, thematic analysis was used to group participants’ responses into themes through coding. The findings suggest that parents are the primary aggressors who use verbal-emotional violence to disempower the teachers. Furthermore, it was found that a lack of boundaries at a multi-systemic level. Six teachers were identified through purposive sampling and were approached to voluntarily participate in the study. Data was generated through in-depth, semi-structured individual and focus group interviews that provided richly nuanced and in-depth qualitative descriptions. In addition, thematic analysis was used to group participants’ responses into themes through coding. The findings suggest that parents are the primary aggressors who use verbal-emotional violence to disempower the teachers. Furthermore, it was found that a lack of boundaries at a multi-systemic level plays a major role in the cause of TDV in schools in high-income communities. There was a similarity in personality traits of the victims of TDV: the nature of teachers (a soft heart for learners, and a desire to make a difference). The aggressor (parents) sought justice and disempowered teachers. On an ecological level, the school management has an important role to play in minimising TDV and empowering staff. Valuable suggestions to reduce the impact or occurence of TDV were made by the participants, which can hopefully contribute to policy development. level plays a major role in the cause of TDV in schools in high-income communities. There was a similarity in personality traits of the victims of TDV: the nature of teachers (a soft heart for learners, and a desire to make a difference). The aggressor (parents) sought justice and disempowered teachers. On an ecological level, the school management has an important role to play in minimising TDV and empowering staff. Valuable suggestions to reduce the impact or occurence of TDV were made by the participants, which can hopefully contribute to policy development. Masters 2023-02-14T08:39:38Z 2023-10-26T13:43:08Z 2023-02-14T08:39:38Z 2023-10-26T13:43:08Z 2023-03 Thesis https://scholar.sun.ac.za/handle/10019.1/128657 af Stellenbosch University xiii, 160 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Teachers -- Violence against School violence Empowerment UCTD Cloete, Lelani Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title | Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title_full | Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title_fullStr | Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title_full_unstemmed | Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title_short | Onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| title_sort | onderwyserervaringe van onderwysergerigte geweld in skole in hoe inkomstegemeenskappe |
| topic | Teachers -- Violence against School violence Empowerment UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/128657 |
| work_keys_str_mv | AT cloetelelani onderwyserervaringevanonderwysergerigtegeweldinskoleinhoeinkomstegemeenskappe |