An Examination of the Effectiveness of the Implementation of Safety and Security Measures at Public Schools in South Africa

Xaba, Mgadla Isaac

doi:10.5901/mjss.2014.v5n27p490

Cited by 5 publications

(7 citation statements)

References 6 publications

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“…Though some positivity could be recorded, security plan implementation needed efforts to enable security management outcomes. The findings from the students were in line with Xaba (2014) who had that in Tshwane, South Africa a study on safety and security measures implementation in secondary schools found out that funds were required to connect safety gadgets, put security plan policies and procedures, and follow on their adherence. Though safety committees and strategies were developed in the Republic of South Africa, they had no emergency awareness.…”

Section: Stakeholders' Security Plan Implementation and Security Mana...supporting

confidence: 81%

The Power of Stakeholders’ Security Plan Implementation in Security Management Outcomes: Lessons from Public Secondary schools in Mandera County, Kenya

Daud

Thinguri²,

Mugwe³

2023

East Afr. j. educ. stud.

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Security issues as academic and professional responsibility began after the post-World War II. It was generally regarded as a sub study of International Relations and until the time of the Cold War, it was a field of education propelled by the Anglo-American thoughts. In NEP schools are functioning without teachers, counting Mandera where the investigate was carried out. This was catapulted by the Mandera bus ambush by the Al Shabaab. Thus, the current study explored the power of stakeholders’ security plan implementation in security management outcomes with empirical lessons drawn from Public Secondary schools in Mandera County, Kenya. The study was guided by the Stakeholders’ Theory and the Securitization Theory using mixed methodology. The study targeted a population of 17,756 subjects with a sample size of 738. Two pairs of questionnaires were used to collect data from teachers and learners while interviews were used for principals, education officers, and BoM chairs. An observation checklist was also used to collect data on security management outcomes. The research instruments were piloted in 2 schools in Wajir County. The instruments were validated by experts in educational planning and management while test-retest technique was embraced to ascertain reliability for each of the questionnaire item yielding a Cronbach’s Coefficient Alpha of at least 0.700. Numerical facts were scrutinized in descriptive and inferential statistics using tables, occurrences, %s, and Chi-square. Non-numerical facts were offered by thematic scrutiny in narrating format. The study found that the schools knew what the government wanted from them in terms of giving a specific manual to all institutions. It was seen that the schools should know about the set guidelines to secure their learners. The study recommends that the safety committees should be put in place in schools and their functionality.

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Section: Stakeholders' Security Plan Implementation and Security Mana...supporting

confidence: 81%

The Power of Stakeholders’ Security Plan Implementation in Security Management Outcomes: Lessons from Public Secondary schools in Mandera County, Kenya

Daud

Thinguri²,

Mugwe³

2023

East Afr. j. educ. stud.

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“…They found that learners threaten teachers by indicating they would visit teachers' homes. Traumatised teachers are frustrated, lack confidence, and experience low morale and apathy towards teaching and learning because of their stressful working conditions and little support from their education departments (Xaba, 2014). Educational environments are places of learning and development, where values and morals are instilled among learners and students to become responsible adults.…”

Section: Venketsamymentioning

confidence: 99%

Teachers’ experiences of violence in South African: A Gauteng case study

2024

Pie

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South Africa is recognised as one of the most violent countries across the globe. School violence against teachers is a common phenomenon at most schools. This ongoing crisis has had a negative impact on the quality of teaching and learning. Schools are no longer a safe environment for teachers. Teachers are exposed to passive and active violence, causing physical and psychological harm. This paper focuses on violence against teachers and its effect on their well-being. This qualitative study explored the lived experiences of teachers who experienced violence at their schools and received no support from school leaders. This study was conducted in one district in the Gauteng Province in South Africa. The author used the Invitational Learning Theory and National School Safety Framework as theoretical lenses, since these frameworks envisaged ensuring that all schools are safe, conducive learning environments. The findings revealed that at least two in every ten teachers experienced some form of violence. The acts of violence were either active or passive; for example, learners threw books at teachers, physically attacked them, swore at teachers, displayed rude behaviour, showed arrogance, and blackmailed teachers. The study recommends that the Department of Education employ rigorous and stricter measures to ensure the safety of all teachers. School leaders should engage with community forums and police services to support them in curbing violent behaviour and protect teachers. Stricter disciplinary actions should be taken against perpetrators of violence.

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“…Observations revealed that the security guards conduct routine patrol inside the campus. Xaba (2014) defends that securing the school environment and creating safe conditions involves ensuring that all areas of the school are observed and monitored. The availability of security guards conducting roving patrol was observable inside the school campus.…”

Section: Swot Analysis Of Physical Security Strengths Of Physical Sec...mentioning

confidence: 99%

“…The time of the pandemic was a great opportunity that the HEIs can take advantage in terms of infrastructure repairs and rehabilitation for the very reason that there are no face-to-face classes and there is only a limited number of people inside the campus. Similarly, Xaba (2014) defends that securing the school environment and creating safe conditions involved school facility maintenance.…”

Section: Opportunities On Physical Securitymentioning

confidence: 99%

“…Sprague and Walker (2021) differentiate between two concept of school security that every educational institution should consider: one involves the general safety and security of the school building and grounds, and two regarding the social environment of the school. Similarly, Xaba (2014) defends that securing the school environment and creating safe conditions involves the maintenance of the school facilities and ensuring that all areas of the school are constantly observed and monitored.…”

Section:  Introductionmentioning

confidence: 99%

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Security Practices of Higher Education Institutions in Ilocos Norte, Philippines in the Upsurge of Coronavirus

Pacapac

2022

JPP

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Security Practices of Higher Education Institutions in Ilocos Norte, Philippines in the Upsurge of Coronavirus. To analyze the security practices of Higher Education Institutions in the province of Ilocos Norte, Philippines during the surge of the COVID-19 disease is the objective of this study. The researcher used qualitative methodology using action research design through the strengths, weaknesses, opportunities, and threats (SWOT) approach. Study participants were members of security management of three HEIs selected thru purposive sampling. The result of the study showed that the security management of the Institutions guarantees the security of all stakeholders in all areas of security covered in the study by complying with all COVID-19 health and security protocols. However, the upsurge of the COVID-19 pandemic causes dangerous threats to the institutions' areas of security. It can be concluded that the SWOT of Higher Educations Institutions' security practices is diverse on all areas of security. There are challenges that the security management of HEIs encountered during the outbreak of COVID-19.

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An Examination of the Effectiveness of the Implementation of Safety and Security Measures at Public Schools in South Africa

Abstract: Abstract

Cited by 5 publications

References 6 publications

The Power of Stakeholders’ Security Plan Implementation in Security Management Outcomes: Lessons from Public Secondary schools in Mandera County, Kenya

The Power of Stakeholders’ Security Plan Implementation in Security Management Outcomes: Lessons from Public Secondary schools in Mandera County, Kenya

Teachers’ experiences of violence in South African: A Gauteng case study

Security Practices of Higher Education Institutions in Ilocos Norte, Philippines in the Upsurge of Coronavirus

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