Inclusion of learners’ views in safety and security matters at schools

Mabasa, Layane Thomas

doi:10.15700//saje.v41n4a1873

Cited by 2 publications

(1 citation statement)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is becoming more widely accepted that instructional leadership may be an effective method for implementing school change in South Africa. Influence the direction and development of the school Xaba (2006) maintained that it is challenging for schools to pinpoint areas that need improvement; the result is that development planning typically yields flimsy and impractical objectives. This planning activity interferes with the need for tangible improvement and reform in schools.…”

Section: Lead and Manage Teaching And Learningmentioning

confidence: 99%

The multidimensional role of the principal in post-apartheid-South-Africa

Pietersen,

Langeveldt,

Van Wyk

2023

REPAM

View full text Add to dashboard Cite

The end of apartheid in 1994 brought about radical changes in the South African education system, especially for school principals to manage their own affairs as promulgated in the South African Schools Act. These developments have changed the principal's position irrevocably. However, these changes did not result in the expected outcome in the majority of schools for a number of reasons. Teachers are frequently unsure whether the anticipated changes will have the desired impact in schools. Moreover, principals and teachers have different views on how these changes will affect schools and their work. This paper adopts a conceptual approach that draws on various theories and concepts from the literature on school leadership and management. Understanding the challenges of the school principal's job after apartheid was the aim of the research. The Standards for School Principalship (2015) provided the theoretical framework and basis for this conceptual paper. It should be noted that principals are the most crucial persons in education since they serve as managers and major delivery agents in the educational system. They are the driving force behind improved educational outcomes in South Africa after apartheid. However, it is increasingly uncommon for principals to carry out their multifaceted tasks alone because of how significantly their positions have altered since 1994. All the parties concerned with running a school should receive training and orientation in this respect. The main findings of this paper are that, since the end of apartheid, principals face various challenges in their role, such as lack of resources, support, autonomy, accountability, collaboration, diversity, equity, quality, innovation, and professionalism.

show abstract

Section: Lead and Manage Teaching And Learningmentioning

confidence: 99%

The multidimensional role of the principal in post-apartheid-South-Africa

Pietersen,

Langeveldt,

Van Wyk

2023

REPAM

View full text Add to dashboard Cite

show abstract

Exploring Educators’ Perception on learner’s right affecting discipline in Secondry Schools

Mahaye

2023

IJRBS

View full text Add to dashboard Cite

The aim of this study was to investigate educator’s perceptions of how learners’ rights to safety affect disciplinary procedures in secondary schools in the Umbumbulu Circuit of KwaZulu-Natal. The paper adopted a qualitative approach, where semi-structured interviews were used to collect data from 10 purposively selected educators. The thematic analysis technique was employed to analyse the data. The main findings of the study indicated that educators had their own perceptions of how learners’ rights to safety affect the way they attend to disciplinary issues when a learner has transgressed. The educators’ perceptions of learners’ rights to safety affect disciplinary procedures for many reasons, including poor understanding of relevant education laws and policies. The results also showed that teachers think that the legislation guiding teaching and learning, as well as disciplinary procedures, are marred with contradictions, which make discipline management not only difficult, but also exposes both the learners and the educators to unsafe environments. The study also indicated that the teachers are sensitive to learners’ rights to safety, resulting in restricted attention to learners who are guilty of an offence in the school. In light of these findings, it was recommended that there should be a mandatory continuous in-service workshop for the educators, on how learner discipline can be maintained.

show abstract

Inclusion of learners’ views in safety and security matters at schools

Cited by 2 publications

References 26 publications

The multidimensional role of the principal in post-apartheid-South-Africa

The multidimensional role of the principal in post-apartheid-South-Africa

Exploring Educators’ Perception on learner’s right affecting discipline in Secondry Schools

Contact Info

Product

Resources

About