A framework to support the School Management Team in handling learners’ gangsterism in a selected school
| dc.contributor.advisor | Nkoane, M. M. | en_ZA |
| dc.contributor.author | Iheadiri, Stella Cordis | en_ZA |
| dc.date.accessioned | 2025-01-10T13:54:09Z | |
| dc.date.available | 2025-01-10T13:54:09Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Education Management and Leadership))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | This study proposes to develop a framework to support the School Management Team (SMT) in handling learners’ gangsterism in selected schools in the Free State Province, South Africa. In the context of this study, a framework is intended to provide the guidelines that will assist SMTs in dealing with learners’ gangsterism in selected schools. The assumption in this study is that learners’ gangsterism contributes towards the formation of social ills within the school premises. Thus, evaluating the challenges facing the SMT in curbing incidences of learners’ gangsterism in schools is necessary. The overarching research question in this study is: How can a framework be developed to support the school management team in handling learners’ gangsterism in schools? The objectives include, among other things, highlighting the challenges and possible solutions for the challenges as well as threats and indicators of success related to learners’ gangsterism in school. This study is anchored and grounded within the Hope Theory to guide the development of a framework for the SMT to deal with learners’ gangsterism in selected schools. The data was generated with selected participants and members of the SMT, educators and learners. The methodology used to generate data is Critical Participatory Action Research (CPAR), and data was analysed through Critical Discourse Analysis (CDA). Recommendations to address the above challenges included a broad legal framework, a broad-based approach, and enhanced training and resources. The study also identified threats that hinder the effectiveness of a new framework to address learner gangsterism. The proposed framework to minimise learner gangsterism in schools identified increased police involvement, inclusivity to strengthen collaboration between the SMT and the SGB, and monitoring to minimise instances of learner gangsterism as some of the best practices that schools can use to enhance the success of the new framework to address learner gangsterism. Furthermore, the intention is to inform the policy dictates of the South African Department of Basic Education (SA DBE) concerning learners’ behavioural modes in schools. The ultimate intended benefit is to contribute towards improving the standard of education in South Africa. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12960 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Critical Discourse Analysis (CDA) | en_ZA |
| dc.subject | Critical Participatory Action Research (CPAR) | en_ZA |
| dc.subject | Framework | en_ZA |
| dc.subject | Learners’ gangsterism | en_ZA |
| dc.subject | School Management Team (SMT) | en_ZA |
| dc.title | A framework to support the School Management Team in handling learners’ gangsterism in a selected school | en_ZA |
| dc.type | Thesis |