Discipline in Lesotho schools: educator strategies

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Date
2009Author
Ferreira, Annelie
Jacobs, Lynette
Coetzee-Manning, Daniella
De Wet, Corene
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English: This article reports from an exploratory, quantitative and critical frame of reference
on a study on educator strategies to maintain discipline in Lesotho schools. The data,
based on a questionnaire completed by Lesotho educators, were analysed by means of
frequencies and the student’s t-test. The most popular strategy employed by the respondents
as a means of maintaining discipline is to come properly prepared to school,
followed by positive discipline. Strategies least used by the respondents are detention
and community service. The data reveal that the majority of the respondents use a
combination of traditional and progressive strategies. The data also show that the
perceived effectiveness of a strategy does not always correspond with its popularity. Afrikaans: Vanuit ’n ondersoekende, kwantitatiewe en kritiese verwysingsraamwerk
word verslag
gelewer oor opvoederstrategieë om dissipline in Lesotho skole te handhaaf. Die
data wat verkry is uit vraelyste wat deur Lesotho-opvoeders voltooi is, is met behulp
van frekwensies en die studente t-toets geanaliseer. Die gewildste strategie wat
deur die respondente gebruik is om dissipline te handhaaf, is om goed voorbereid
skool toe te gaan, gevolg deur positiewe dissipline. Strategieë wat die minste deur
respondente gebruik word, is detensie en gemeenskapsdiens. Die data het aangedui
dat die meeste respondente ’n kombinasie van tradisionele en progressiewe strategieë
gebruik. Die data het ook aangetoon dat die sieninge oor die effektiwiteit van
’n strategie nie noodwendig ooreenkom met die gewildheid daarvan nie.