A framework for school management teams to handle disruptive learner behaviour
| dc.contributor.advisor | Nkoane, M. M. | |
| dc.contributor.advisor | Mahlomaholo, M. G. | |
| dc.contributor.author | Etonge, Ndeley Samuel | |
| dc.date.accessioned | 2015-09-02T14:27:28Z | |
| dc.date.available | 2015-09-02T14:27:28Z | |
| dc.date.copyright | 2014-06 | |
| dc.date.issued | 2014-06 | |
| dc.date.submitted | 2014-06 | |
| dc.description.abstract | English: School Management Teams (SMTs) exist amongst others, to ensure the safety of educators and learners, and to nurture a sustainable learning environment. In this study it was found that their job is increasingly becoming very challenging and in need of support, due to the disruptive learner behaviour. It was therefore imperative to design a framework that would assist the SMTs handle disruptive learner behaviour in order to enhance discipline and other educational goals of the school. This study suggested that the use of Critical Emancipatory Research (CER) and Participatory Action Research (PAR) conceptual and operational principles respectively, would create the space for the designing of a framework that would assist the SMTs handle the disruptive learner behaviour. Through the use of interviews (in a PAR discussion group), data was gathered, analyzed, interpreted and the framework designed based on the findings from a college in the Mangaung Metropolis of the Free State Province of South Africa. The study concluded that the integrative framework (which takes into consideration the medical, the needs-based, the deficit, the eco-systemic and the asset based approaches) would form a practicable way of supporting SMTs overcome the challenges faced when handling disruptive learner behaviour. These conclusions were assessed by using the Strengths Weaknesses Opportunities and Threats (SWOT) analysis. The current resources of the college under study supports this framework and provides very high opportunities, strengths and add to the health of the SMTs; who are better equipped to handle disruptive learner behaviour. | en_ZA |
| dc.description.abstract | Afrikaans: Skoolbestuurspanne (SBS) bestaan onder andere, om veiligheid van opvoeders en leerders te verseker en ‘n volhoubare leeromgewing te koester. Hierdie studie het bevind dat hul taak toenemend ‘n groot uitdaging word en durf ondersteuning benodig, weens ontwrigtende leerder gedrag. Dit was dus noodsaaklik om ‘n raamwerk te ontwerp wat SBSe sal bystaan om discipline en ander opvoedkundige doelwitte te bevorder. Hierdie studie het voorgestel dat die gebruik van onderskeidellik Kritiese Emansiperende Navorsing (KEN) en Deelnemende-Aksie-Navorsing (DAN) konseptuele en operasionele beginsels, ruimte sal skep vir die ontwerp van ‘n raamwerk wat SBSe sal bystaan om ontwrigtende leerder gedrag te kan hanteer. Deur die gebruik van onderhoude (in ‘n DANbesprekingsgroep), is data bymekaar gemaak, ontleed, vertolk en die raamwerk ontwerp gegrond op die resultate van ‘n Kollege in die Mangaung Metropool van die Vrystaat provinsie van Suid- Afrika. Die studie het bevind dat die geïntegreerde raamwerk (wat die mediese, behoefte-gebaseerde, tekort, ekosistemiese en bate-gebaseerde benaderings in ag neem) ‘n uitvoerbare manier sal vorm om SBSe te ondersteun om die uitdagings met die hantering van ontwrigtende leerder gedrag te oorkom. Hierdie gevolgtrekkings is geëvalueer deur van die Sterkpunte Swakpunte Geleenthede en Bedreigings (SWOT) analise gebruik te maak. Die huidige bronne van die kollege wat bestudeer word ondersteun dié raamwerk en verskaf hoë moontlikhede, sterkpunte en dra by tot die gesondheid van die SBSe; wat beter toegerus is om ontwrigtende leerder gedrag te kan hanteer. | af |
| dc.identifier.uri | http://hdl.handle.net/11660/1131 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | School management and organization | en_ZA |
| dc.subject | Behavior disorders in children | en_ZA |
| dc.subject | Classroom management | en_ZA |
| dc.subject | Behavior therapy for children | en_ZA |
| dc.subject | Thesis (Ph.D. (Educational Management))--University of the Free State, 2014 | en_ZA |
| dc.title | A framework for school management teams to handle disruptive learner behaviour | en_ZA |
| dc.type | Thesis | en_ZA |