This study not only reflects on the nature and extent of violence in schools, but specifically focuses on teachers as victims of violence. A broad-based definition of violence was used to include both insidious and physical forms of violence against teachers.
Chapter Five
Chapter Six
LIST OF TABLES
LIST OF APPENDICES
Just as there is such diversity related to food, this study has highlighted that the same range exists in the nature and causes of school violence. A mix of theoretical perspectives explaining deviant behavior is used to illuminate the field of violence knowledge.
Putting the ingredients together: Context, Purpose, Rationale
Part one presents the context of this study by outlining perceptions of violence in schools. It focuses on three main areas: teaching is a dangerous career, defining violence within the context of this study, and explaining how violence destabilizes South African schools and creates battlefields.
SECTION ONE
However, within the context of this study, a more broadly based definition of violence is used. Now, after the tenth year of democracy, there is no evidence of a respite in the levels of violence in schools.
SECTION TWO
Rationale for the study
One of the main causes of violence in schools is the environment in which the school is located. Media reports from the year 2000 were read to get a sense of the nature and levels of violence in schools.
Flavourants: a basis for understanding the nature of violence
Violence in South African schools: An innate discovery
- Concluding comments on the changing school context that influences violence within its boundaries
According to Scholtz (2000), the uprising was also fueled by overcrowding, high dropout rates, racist content of school programs, poorly maintained facilities, and the penetration of the ideology of the Black Consciousness Movement into schools. The June 16 protest turned into violence. when the police started shooting schoolchildren and turned it into a massacre. The perception was that changes would happen overnight and doors would open. However, the new government had inherited massive debt, inequality and inequality that could not be immediately addressed.
Causes of violence: An overview
There are many factors that shape the culture of a school and these include the students, the community and the teachers. The dysfunctional background along with moral degradation has eroded into the value system of young people, which in many cases does not match the values that the school is trying to support. The school becomes one of the places where various forms of violence are manifested. alone.
SECTION THREE
Focus on teachers as victims
Teaching is today described as one of the most dangerous professions in South Africa (Maharaj, 2003). A recommendation for expulsion, which can only be granted by the head of department of the Ministry of Education.
SECTION FOUR
Theoretical perspectives of violent behaviour
- Control theory
- Social Disorganisation Theory
This type of behavior spills over into the schools and acts as an instigator of violence. This study highlights that although the issue of violence has not changed, the focus of manifestation has evolved. The literature review traced the flow of violence as more than one source.
This study hopes to fill this gap by examining in detail the causes and impact of violence against teachers. The information generated from the data collection process was used to gain insight into the nature and extent of violence against teachers.
Methodology: A combined approach
In light of the above statements, this study therefore supports the use of qualitative and quantitative data in a complementary manner. The use of two methodologies was based on the purpose of the study and not on competing views. A profile of the teachers and students who responded to the questionnaire is shown in Table 1 and Table 2 below.
In this study, the questionnaire was used as a starting point to draw a profile of the nature, causes, impact and perception of violence in schools. The multimodel approach included a survey designed using questionnaires to get a sense of the nature and extent of violence against teachers.
Profile of schools
86 percent of the schools surveyed fell into the historically disadvantaged category. Some of the factors taken into account for a school to be classified as benefited include electricity, water, telephone, sanitation and buildings in good condition. The majority of schools (52%) that were selected fell into the category of more than 800 students.
It also opens the door to exploring the issue of student per class size, which is closely related to issues surrounding underserved schools, including financial constraints. The profile of the schools involved in the research above and the student and teacher demographics, as detailed in the methodology chapter, form an important thread that will permeate and clarify the assumptions in the following sections.
Prevalence of violence
- The passing of 'racist remarks' is not an issue for African teachers
From the summary of the nature of violence against teachers (Table 4.4), the fourteen categories were divided into two main groupings, i.e. the aim is to determine whether the economic background of learners correlates with the level of violence experienced by teachers. A clear distinction can be made between the levels of violence in advantaged and disadvantaged schools.
On all fourteen factors, teachers perceived the level of violence to be higher in disadvantaged schools. The idea is to determine whether teachers with different years of experience experience levels of violence differently.
Causes of violence
- Do the causes of violence in advantaged and disadvantaged schools differ?
The data reflect large differences in both the percentages and the ranking of the causes of violence between teachers and students. While teachers identify 'lack of discipline at home' as the main reason for violence (64%), students indicated knowledge of 'students' rights' (41%) as the main reason. More than 50% of the male and female sample isolated the factors captured in Figure 4.5 as being the main causes of violence.
The table represents the percentages from the 'Only to a great extent' column, to allow for a more realistic understanding of the causes of violence as experienced by the different racial groups. All three racial groups ranked 'lack of discipline at home' as the main cause of violence in schools.
Effects of violence
- What effect does violence have on teachers?
- Do male and female teachers experience the effects of violence differently?
Splošna podoba, ki se pojavi, je, da med moškimi in ženskami ni veliko razlik v smislu učinkov nasilja nanje. A general pattern that emerges is that African teachers feel the effects of violence in schools to a much greater extent than white teachers. There is greater agreement between African and Indian teachers in their perceptions of the impact of violence.
White teachers perceive the effects of violence on them on a scale of 0 to 20%, compared to African teachers ranging from 24 to 57%. The low impact of violence experienced by white teachers is consistent with the low levels of violence they are exposed to in generally privileged schools.
SECTION FIVE
Preventative measures and the role of stakeholders
- How do schools handle violence against teachers?
The figures below provide a preview of teachers' and students' perceptions and their understanding of the level of violence. The general perception of teachers in all race groups is that the level of violence in schools is increasing, as shown in Figure 4.8. A greater percentage of white and Indian teachers, however, perceive levels of violence to have increased.
He asked the role played by the department in protecting its employees in the event of violence against them. The consequences of ineffective measures can be seen in the spiraling levels of violence in schools.
Narrative analysis: 'Pungent tales'
- Profile of respondents: narrative stories
Since learners know they have the ear of the principal, they are eager to tackle the teachers. As a last resort, Nivi ordered the student to crouch at the front of the class. The warnings and communication with the guardian did not act as a deterrent to the worsening behavior of the student.
Because it is left to the discretion of the director, the tribunal has not been used in recent months. Nivi also expresses similar thoughts to Lungelo when it comes to the gap in the school curriculum and the lack of guidance counselors.
Department of Education
In recent years, there has been a strong desire to highlight students' rights from the Ministry of Education. As part of this initiative, the Representative Council for Students (RCL) has been constituted as a legal body with representation in the School's Governing Council. The media has also played its part in amplifying the message that is being flooded by the Ministry of Education.
This has been evoked because of her imprisonment in the media for the so-called abuse of a student. In this incident, the student's right passed to him and he was not supported by the Department of Education.
Profiling violence in schools: a summary
The impact of violence appears to be more pronounced among Indian and African teachers as their schools are generally classified as disadvantaged and experience higher levels of violence. The impact of violence on white teachers is low, which is consistent with low levels of violence. in advantaged schools where they generally teach. 94% of teachers blame the Department of Education for spiraling rates of school violence. Narrative stories were used to enhance our understanding of teachers' experiences of violence in schools.
The school curriculum does not address issues related to morals and values. The lack of guidance counselors due to financial constraints exacerbates the problem. It appears that the individual values of the youth are constantly formed and constructed through interaction with other value systems. The constant push and pull of values creates a fluidity of values.
The empirical review of interventions and programs dealing with youth violence in urban schools in South Africa. Violence Against British Columbia Teachen Report from Simon-Fraser University/British Columbia Teachers' Federation. The experience review of interventions are programs dealing with youth violence in urban schools in South Africa.
Social skills training to promote resilience in sixth graders: One product of an action research strategy to prevent youth violence in high-risk settings. Gender in education: the place of masculinity and educational dlsclpllru in the schools of Durban, South Africa.
