Teachers’ experiences of violence from learners in three high schools in the KwaZulu-Natal Pinetown district
| dc.contributor.advisor | Xeketwana, Simthembile | en_ZA |
| dc.contributor.advisor | Robinson, Maureen | en_ZA |
| dc.contributor.author | Mcobothi, Siboniso Talent | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. | en_ZA |
| dc.date.accessioned | 2025-05-07T07:59:37Z | |
| dc.date.available | 2025-05-07T07:59:37Z | |
| dc.date.issued | 2025-03 | |
| dc.description | Thesis (MEd)--Stellenbosch University, 2025. | en_ZA |
| dc.description.abstract | Learner-to-teacher violence is a global issue that affects teaching and learning worldwide. Although many studies focus on school violence in general, this study focused particularly on learner-to-teacher violence. This study aimed to investigate the experiences and perceptions of learner-to-teacher violence of teachers at three selected schools in the Inanda, Ntuzuma, and KwaMashu townships in the KwaZulu-Natal Pinetown district in South Africa. The specific areas were chosen because of the reputation for violence in general, which affects the school culture in the abovementioned townships. Qualitative research methodology was used because it allows participants to share their feelings and perceptions about the chosen topic. The research method used semi-structured interviews, allowing me to have face-to-face discussions with the participants to gather deep information. Two teachers were selected in each of the chosen schools, which resulted in a total number of twelve participants. The criteria that were used to select suitable teachers consisted of gender, number of years in the teaching profession, research site, and grades of the teachers. Teachers were interviewed about the violence from learners that they face in their teaching profession. Data were analysed using the theoretical framework of the socio-ecological model of Bronfenbrenner (1979). The socio-ecological model comprises a microsystem, mesosystem, exosystem and macrosystem, all of which were relevant to the study. The following themes are discussed: Forms of learner-to-teacher violence faced by teachers; Factors contributing to learner-to-teacher violence; Teacher emotions; Short-term strategies to address learner-to-teacher violence in schools; and Long-term strategies to address learner-to-teacher violence in schools. The findings show that the school is not just an educational facility, but also exists within a broader social structure that can contribute to shaping the character and behaviour of a child. Inanda, Ntuzuma, and KwaMashu communities are impoverished townships that are faced with various challenges like crime, unemployment and violence. The majority of residents are faced with poverty, and some choose to use violent actions to earn a living. Circumstances such as these may drive young people to adopt the violent behaviour that they observe from their households, peers and community culture, and portray it against teachers. The study provides several recommendations to address the issue of learner-to-teacher violence in schools. These recommendations are aimed at the Department of Basic Education, School Management Teams, Non-Profit Organisations and Government Agencies, and Community Ward Committee and the Community Policing Forum. | en_ZA |
| dc.description.version | Masters | en_ZA |
| dc.format.extent | 125 pages : ill. | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/131983 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.title | Teachers’ experiences of violence from learners in three high schools in the KwaZulu-Natal Pinetown district | en_ZA |
| dc.type | Thesis | en_ZA |