An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline

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dc.contributor.advisorBak, Nellekeen_ZA
dc.contributor.authorSinalumbu, Fred S.en_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Education Policy Studies.en_ZA
dc.date.accessioned2013-02-11T10:20:10Zen_ZA
dc.date.accessioned2013-03-15T07:25:04Z
dc.date.available2013-02-11T10:20:10Zen_ZA
dc.date.available2013-03-15T07:25:04Z
dc.date.issued2013-03en_ZA
dc.descriptionThesis (MEd)--Stellenbosch University, 2013.en_ZA
dc.descriptionBibliography
dc.description.abstractENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.af_ZA
dc.format.extentx, 82 p.
dc.identifier.urihttp://hdl.handle.net/10019.1/79886
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rightsStellenbosch Universityen_ZA
dc.subjectDemocracy and education -- Namibiaen_ZA
dc.subjectTheses -- Educationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subjectTheses -- Education policy studiesen_ZA
dc.subjectDissertations -- Education policy studiesen_ZA
dc.subject.geogNamibia -- Educationen_ZA
dc.subject.lcshSchool discipline -- Namibiaen_ZA
dc.subject.lcshStudent participation in administration -- Namibiaen_ZA
dc.subject.lcshCitizenship -- Study and teaching (Secondary) -- Namibiaen_ZA
dc.subject.otherEducation Policy Studiesen_ZA
dc.titleAn exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school disciplineen_ZA
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