Onderwysers se sienings van gedragsprobleme in die hoërskool
Date
2006-04
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : Stellenbosch University
Abstract
AFRIKAANSE OPSOMMING : Sedert 1994 het transformasie in die Suid-Afrikaanse onderwyssektor daartoe
bygedra dat onderwysers aan talle nuwe eise en uitdagings blootgestel word.
Beleidsveranderinge, rasionalisering, 'n nuwe kurrikulum, die afskaffing van lyfstraf
en 'n toenemende aantal leerders per klas tel ender die uitdagings wat hanteer moet
word. 'n Omvattende transformasieproses vereis in die besonder ook dat
onderwysers veranderde perspektiewe en sienings sal huldig, veral met betrekking
tot die hantering van leerdergedrag.
Die studie het ten doel gehad om 'n duidelike beeld te verkry van
hoerskoolonderwysers se sienings van leerders se gedragsprobleme in die
klaskamer. Die sienings van die skoolhoofde in die onderskeie skole waaruit die
onderwysers geselekteer is, is ook ondersoek. Daarbenewens is
hoerskoolonderwysers en skoolhoofde in plattelandse eh stedelike skole se sienings
van gedragsprobleme tydens die studie vergelyk. Die navorsing het nie gefokus op
ernstige emosionele en gedragsprobleme nie, maar eerder op minder ernstige
gedragsprobleme of steurende gedrag in die klaskamer. Die ondersoek is gebaseer
op die aanname dat alvorens daar voorstelle aan onderwysers gemaak kan word ten
opsigte van strategiee en tegnieke vir die hantering van gedragsprobleme, dit
belangrik is om eers vas te stel wat onderwysers se sienings en uiteindelike
interpretasie van leerdergedrag behels.
Die ondersoek is onderneem aan die hand van 'n kwalitatiewe studie. Data is
hoofsaaklik deur middel van onderhoude en 'n literatuuroorsig ingesamel. Die
navorsingsbevindinge het betekenisvolle insigte oor die sienings van
hoerskoolonderwysers en skoolhoofde van leerders se gedragsprobleme opgelewer.
Uiteindelik kan die navorsingsbevindinge as volg opgesom word:
Gedragsprobleme by die onderskeie skole word as 'n realiteit erken. Veral in
sekere skole voel die onderwysers magteloos om 'n verskil te maak.
Die oorsake van gedragsprobleme wat deur onderwyers aangedui is, setel
hoofsaaklik in die leerder self en in die ouerhuis. Wat betref strategiee vir die hantering van gedragsprobleme, verwys
onderwysers na die ignorering van leerders, die verwydering van leerders uit die
klaskamer en die ontneming van pauses by leerders wat gedragsprobleme toon.
'n Verhoogde omvang en intensiteit van gedragsprobleme word in stedelike skole
ervaar, sodat onderwysers in plattelandse skole hulle professie meer positief
beleef as die in stedelike skole.
Die bevindinge van die studie hou belangrike implikasies in vir onderwysersopleiding
binne die huidige proses van transformasie in die onderwyssisteem. Onderwysers
behoort tydens voordiens- en indiensopleidingsprogramme begelei te word om insig
te verwerf in die nuwe perspektiewe waarop leerdergedrag gebaseer is.
Onderwysersopleiding behoort onderwysers dus bewus te maak van, en te begelei
tot begrip van en insig in die ekosistemiese en bategebaseerde perspektief op
leerdergedrag.
ENGLISH ABSTRACT : Since 1994 the South African government has been committed to the transformation of the educational system. Within this transformational process, some of the biggest challenges teachers are confronted with relate to policy-changes, a new curriculum, the abolishment of corporal punishment and an increase in the teacher-pupil ratio. To meet these challenges and employ new initiatives within the educational system, the entire school community, including the teachers, are required to make a paradigm shift, especially in terms of evaluating learner behaviour and dealing with behavioural problems. The primary objective of the study was to obtain a clear image of teachers' perceptions of behavioural problems presented by high school learners in the classroom situation. The study also explores the perceptions of principals of the respective schools from which teachers had been selected. A further focus of the study was to establish how perceptions of high school teachers and principals in urban schools compare with those of teachers and principals in rural schools. The intention was not to focus on serious emotional and behavioural problems, but on the disturbing, relentless nitty-gritty behaviour that disrupts teaching and learning on a daily basis. The study was also based upon the assumption that it is important to identify teachers' perceptions of learner behaviour before any recommendations in terms of strategies could be suggested. The study was conducted by means of qualitative research, and the methods of data collection consisted mainly of interviews and a literature review. The research findings may be described as follows: Behavioural problems are a reality in all schools. In some schools teachers found it extremely difficult, if not impossible, to deal effectively with learners' behavioural problems. According to the teachers' responses, the causative factors for behavioural problems lie mainly within learners themselves, or with their parents. Teachers' strategies in dealing with behavioral problems mainly consist of ignoring the learner, removing the learner from the classroom, or taking away certain privileges, such as keeping the learner in during break time. The intensity and prevalence of behavioural problems are much higher in urban schools, so that teachers experience their profession much more positively in rural than in urban schools. The findings of the study have important implications for teacher training within a process of transformation, such as we are experiencing at present. During teacher training and in-service training programmes, teachers should be guided to acknowledge and understand new perspectives based on the behaviour of the pupils, as well their own. Teachers should be made aware of and trained in the application of the ecosystemic and asset-based approaches when dealing with behavioural problems in classrooms.
ENGLISH ABSTRACT : Since 1994 the South African government has been committed to the transformation of the educational system. Within this transformational process, some of the biggest challenges teachers are confronted with relate to policy-changes, a new curriculum, the abolishment of corporal punishment and an increase in the teacher-pupil ratio. To meet these challenges and employ new initiatives within the educational system, the entire school community, including the teachers, are required to make a paradigm shift, especially in terms of evaluating learner behaviour and dealing with behavioural problems. The primary objective of the study was to obtain a clear image of teachers' perceptions of behavioural problems presented by high school learners in the classroom situation. The study also explores the perceptions of principals of the respective schools from which teachers had been selected. A further focus of the study was to establish how perceptions of high school teachers and principals in urban schools compare with those of teachers and principals in rural schools. The intention was not to focus on serious emotional and behavioural problems, but on the disturbing, relentless nitty-gritty behaviour that disrupts teaching and learning on a daily basis. The study was also based upon the assumption that it is important to identify teachers' perceptions of learner behaviour before any recommendations in terms of strategies could be suggested. The study was conducted by means of qualitative research, and the methods of data collection consisted mainly of interviews and a literature review. The research findings may be described as follows: Behavioural problems are a reality in all schools. In some schools teachers found it extremely difficult, if not impossible, to deal effectively with learners' behavioural problems. According to the teachers' responses, the causative factors for behavioural problems lie mainly within learners themselves, or with their parents. Teachers' strategies in dealing with behavioral problems mainly consist of ignoring the learner, removing the learner from the classroom, or taking away certain privileges, such as keeping the learner in during break time. The intensity and prevalence of behavioural problems are much higher in urban schools, so that teachers experience their profession much more positively in rural than in urban schools. The findings of the study have important implications for teacher training within a process of transformation, such as we are experiencing at present. During teacher training and in-service training programmes, teachers should be guided to acknowledge and understand new perspectives based on the behaviour of the pupils, as well their own. Teachers should be made aware of and trained in the application of the ecosystemic and asset-based approaches when dealing with behavioural problems in classrooms.
Description
Thesis (MEd) -- University of Stellenbosch, 2006.
Keywords
Corporal punishment of children -- Law and legislation -- South Africa, Conduct disorders in adolescence -- South Africa, High school teachers -- In-service training, Behavior modification -- South Africa, Classroom management -- South Africa