Identifying sensitive issues in education in Limpopo province, South Africa
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Date
2010
Authors
Kutame, Azwidohwi Philip
Mulaudzi, Muofhe Peter
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Researchers in the social sciences generally encounter problems in getting information when
dealing with topics that are regarded as sensitive in school management. Principals regard certain
issues as sensitive, and find it difficult to discuss them with researchers. We report on an inves
tigation into such sensitive issues in Limpopo province, South Africa, as well as the reasons why
principals regard them as sensitive. Interviews with 12 individual principals were conducted to gain
an understanding of issues that they regard as sensitive. A 33 item self report questionnaire was
administered to 180 principals drawn from 272 secondary schools. Results reveal a range of issues
regarded as sensitive to report on that pervade the management of schools. Principals have re
ported on the various reasons why they regard each of the aspects as sensitive, thereby making it
difficult for them to provide the required information. Analysis of the different sensitive issues
shows that certain biographical characteristics are significant mediators in principals’ perceptions
of sensitive issues in school management. When researchers wish to elicit information on the issues
identified in this study, they should consider methodological issues that may influence the in
vestigation so that understanding and giving voice and visibility is not jeopardized.
Description
Keywords
Deceptive answers, Educators charged, Sensitive educational research, Sensitive issues in education, Social relations
Citation
Kutame, A. P., & Mulaudzi, M. P. (2010). Identifying sensitive issues in education in Limpopo province, South Africa. Perspectives in Education, 28(1), 89-97.