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High School educators' perceptions of their role in reporting child neglect
Thesis (MEdPsych)--Stellenbosch University, 2026.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1869484155267448832 |
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| access_status_str | Open Access |
| author | Stevens, Melissa |
| author2 | Damons, L. |
| author_browse | Damons, L. Stevens, Melissa |
| author_facet | Damons, L. Stevens, Melissa |
| author_sort | Stevens, Melissa |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2026. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/135803 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-07-01T04:10:23.807Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/135803 High School educators' perceptions of their role in reporting child neglect Stevens, Melissa Damons, L. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Educational law and legislation Teachers -- Legal status, laws, etc. Teachers -- Professional ethics Child welfare High school teachers Child abuse -- Reporting UCTD Thesis (MEdPsych)--Stellenbosch University, 2026. Stevens, M. 2026. High School educators' perceptions of their role in reporting child neglect. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/153da1b1-4cb6-446e-9b6f-414b9b96b16c ENGLISH ABSTRACT: Child neglect is a common form of maltreatment that often goes unnoticed and unreported, despite its serious effects on children's development. This study explores high school educators' perceptions of their responsibilities in recognising and reporting suspected child neglect in the Western Cape, South Africa. Grounded in South African law, particularly the Children's Act 38 of 2005 with its mandatory reporting obligations, this study examines how educators interpret neglect, their methods for identifying it, and their views on legal and ethical duties. The research addresses significant gaps in understanding the experiences of frontline educational professionals, who are key gatekeepers in child protection systems. This qualitative study employed a phenomenological approach, utilising semi-structured interviews and a focus group discussion to explore educators' lived experiences and perspectives on the challenges they face when identifying potential victims of neglect in educational settings. The data analysis draws on Albert Bandura’s Social Cognitive Theory, which offers insights into how educators’ beliefs, self-efficacy, and environmental factors influence their identification and reporting behaviours. The findings revealed that educators conceptualised neglect in diverse ways. While some focused on observable physical indicators, such as poor hygiene or sleepiness in the classroom, others emphasised the emotional dimensions of neglect, recognising that it extends beyond the provision of basic physical care. Confidence levels varied considerably when addressing physical neglect, compared to emotional neglect, thus highlighting the need for targeted professional development in South African educational settings. Furthermore, the findings revealed uncertainty regarding mandatory reporting obligations and procedures, with educators expressing a lack of clarity about when and how to report suspected cases of neglect, as well as concerns about potential repercussions and the adequacy of available support systems. AFRIKAANSE OPSOMMING: Kinderversuim is ’n algemene vorm van mishandeling wat dikwels ongesiens en ongerapporteer bly, ten spyte van die ernstige gevolge wat dit vir kinders se ontwikkeling inhou. Hierdie studie ondersoek hoërskoolonderwysers se persepsies van hul verantwoordelikhede om vermoedelike kinderversuim in die Wes-Kaap, Suid-Afrika, te herken en te rapporteer. Gegrond op die Suid-Afrikaanse wetgewing, veral die Kinderwet 38 van 2005 met sy verpligte verslagdoeningsvereistes, ondersoek hierdie studie hoe opvoeders versuim interpreteer, watter metodes hulle gebruik om dit te identifiseer, en hul sienings oor hul wetlike en etiese pligte. Die navorsing spreek belangrike gapings aan in die begrip van die ervarings van onderwysprofessionele persone aan die voorpunt, wat sleutelfigure is in kinderbeskermingsisteme. Hierdie kwalitatiewe studie het ’n fenomenologiese benadering gevolg en gebruik gemaak van semi-gestruktureerde onderhoude en ’n fokusgroeponderhoud om opvoeders se geleefde ervarings en perspektiewe op die uitdagings wat hulle ervaar in die identifisering van moontlike slagoffers van versuim binne opvoedkundige omgewings, te ondersoek. Die data-ontleding steun op Albert Bandura se Sosiale Kognitiewe Teorie, wat insig bied in hoe opvoeders se oortuigings, selfdoeltreffendheid en omgewingsfaktore hul identifikasie- en verslagdoeningsgedrag beïnvloed. Die bevindings het getoon dat opvoeders versuim op uiteenlopende maniere konseptualiseer. Terwyl sommige gefokus het op sigbare fisiese aanduiders, soos swak higiëne of slaperigheid in die klaskamer, het ander die emosionele dimensies van versuim beklemtoon en erken dat dit verder strek as slegs die voorsiening van basiese fisiese sorg. Selfvertrouenvlakke het beduidend verskil tussen die hantering van fisiese versuim en emosionele versuim, wat die behoefte aan geteikende professionele ontwikkeling in Suid-Afrikaanse opvoedkundige kontekste beklemtoon. Verder het die bevindings onsekerheid aan die lig gebring rakende verpligte verslagdoeningsvereistes en -prosedures, met opvoeders wat ’n gebrek aan duidelikheid uitgedruk het oor wanneer en hoe om vermoedelike gevalle van versuim te rapporteer, asook kommer oor moontlike gevolge en die toereikendheid van beskikbare ondersteuningsisteme. Masters 2026-04-10T12:19:08Z 2026-04-10T12:19:08Z 2026-03 Thesis https://scholar.sun.ac.za/handle/10019.1/135803 en_ZA Stellenbosch University xiii, 202 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Educational law and legislation Teachers -- Legal status, laws, etc. Teachers -- Professional ethics Child welfare High school teachers Child abuse -- Reporting UCTD Stevens, Melissa High School educators' perceptions of their role in reporting child neglect |
| title | High School educators' perceptions of their role in reporting child neglect |
| title_full | High School educators' perceptions of their role in reporting child neglect |
| title_fullStr | High School educators' perceptions of their role in reporting child neglect |
| title_full_unstemmed | High School educators' perceptions of their role in reporting child neglect |
| title_short | High School educators' perceptions of their role in reporting child neglect |
| title_sort | high school educators perceptions of their role in reporting child neglect |
| topic | Educational law and legislation Teachers -- Legal status, laws, etc. Teachers -- Professional ethics Child welfare High school teachers Child abuse -- Reporting UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/135803 |
| work_keys_str_mv | AT stevensmelissa highschooleducatorsperceptionsoftheirroleinreportingchildneglect |