’n Leerderperspektief op dissipline: ’n kwalitatiewe ontleding

Wolhunter, C.C.; Oosthuizen, Izak

doi:10.4102/koers.v68i4.351

Cited by 4 publications

(5 citation statements)

References 3 publications

(5 reference statements)

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“…The problem concerning student discipline in South African schools and its effective management has consequently been researched from a variety of angles, including the experiences of school principals, educators, and students (Mentz, Wolhuter, & Steyn, 2003;Wolhuter & Oosthuizen, 2003). Comparative research indicates that one of the correlates of the state of student discipline at a school is school-related factors.…”

Section: Contextualization and Problem Focusmentioning

confidence: 99%

The Relationship Between an Effective Organizational Culture and Student Discipline in a Boarding School

Westhuizen

Oosthuizen

Wolhuter

2007

Education and Urban Society

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This article investigates the relationship between effective organizational culture and student discipline in a boys' boarding house at an urban South African school. Ethnographical methods (observation and interviews) were employed. The study reports on the results pertaining to organizational culture, namely, tangible manifestations of the organizational culture, that is, traditions, ceremonies, symbols, and the external and internal appearance of the boarding house. It also reports on the intangible manifestations, that is, students' and teachers' beliefs and the mission, vision, values, and norms of the boarding house itself. In conclusion, an explanation is tendered for the positive relationship that can be shown to exist between the organizational culture and learner discipline.

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Section: Contextualization and Problem Focusmentioning

confidence: 99%

The Relationship Between an Effective Organizational Culture and Student Discipline in a Boarding School

Westhuizen

Oosthuizen

Wolhuter

2007

Education and Urban Society

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“…One of the key problems in schools is that teachers find it difficult to effectively manage learner behaviour towards creating a disciplined teaching and learning environment (Rossouw, 2003;Wolhuter & Meyer, 2007). Black South African school communities are especially plagued by many challenges related to learner behaviour (Masitsa, 2011).…”

Section: Introductionmentioning

confidence: 99%

Insights from traditional initiation teachers (Basuwe) on the influence of male traditional initiation (lebollo) on the behaviour of schoolboys

2016

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This article aims to describe the outcomes of traditional initiation schools (lebollo), identify reasons for initiates' deviant behaviour at school after returning from lebollo and offer some suggestions on how to reduce deviant behaviour that may be linked to lebollo. The literature review has shown that lebollo aims to equip initiates with competencies that are necessary for adulthood. A content analysis of data emanating from interviews with two traditional initiation teachers (basuwe) identify initiates youthfulness, inadequate time spent at the initiation school, the erroneous view of initiates that they are adults, initiates' unwillingness to embrace the teaching of their elders, alcohol abuse and the inappropriate conduct of parents as reasons for initiates' misbehaviour. The study emphasises the need for close cooperation between formal schools' disciplinary committees and basuwe, as well as between the parents of initiates and basuwe to reduce initiates' misbehaviour.Keywords: Basotho; culture; education; discipline; male tradi tional initiation IntroductionOne of the key problems in schools is that teachers find it difficult to effectively manage learner behaviour towards creating a disciplined teaching and learning environment (Rossouw, 2003;Wolhuter & Meyer, 2007). Black South African school communities are especially plagued by many challenges related to learner behaviour (Masitsa, 2011). Researchers (Du Plooy, 2006;Mohlaloka, 2014) argue that potentially, cultural beliefs and values can cause tension within the school setting. One such a perceived tension is the view that exists among some black school teachers in the formal schooling sector that male learners who have been to initiation schools (makoloane) contribute to discipline problems at formal schools. Mohlaloka, Jacobs and De Wet (2016) found that while teachers in formal schools struggle with "generic discipline problems", they face additional challenges with the deviant behaviour of male learners who return from traditional initiation schools. Traditional initiation schools are conducted over a period of time, away from settlements, in secluded areas. Supporters of this practice often refer to it with reverence as "the bush" or "the mountain" (Venter, 2013; Vincent, 2013). A particularly important group of role-players is the traditional initiation teachers or initiators (basuwe), elderly men of substantial political, economic and social standing, who teach initiates about cultural and health issues and perform certain rituals. (Meissner & Buso, 2007;Venter, 2013). Researchers (Van Rooyen et al., 2006;Ntombana, 2011;Mohlaloka et al., 2016) argue that traditional initiation can make either a positive or a negative contribution to the behaviour of initiated boys. Proponents of traditional initiation (lebollo) believe that lebollo inculcates good moral values in boys and builds society by producing responsible, law-abiding citizens (Ntombana, 2011). Opponents of initiations schools (Ntombana, 2011: 636) however, believe that the be...

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“…According to Wolhuter and Oosthuizen (2003) and Majani (2020), the absence of parental input is the primary cause of misconduct issues from the viewpoint of the student. According to Edwards and Watts (2004); Majani (2020) (Edwards & Watts, 2004;Majani, 2020).…”

Section: Family Factorsmentioning

confidence: 99%

“…These factors include a hostile school environment; educators who are insufficient role models; educators who lack educational/didactic proficiency; congested schools; poor institutional structure of the school; and schools that are dilapidated and poorly maintained physically. Learner conflicts are more likely to occur in untidy, graffiti-painted, and unclean schools than in organised schools where a constructive school environment is prevalent (Wolhuter & Oosthuizen, 2003;Majani, 2020). According to Kubeka (2018), inadequate infrastructure might cause anger and violence among the learners.…”

Section: School Factorsmentioning

confidence: 99%

“…According to De Wet (2003) and Majani (2020), racial clashes, poor accommodation and medical care, the availability and inadequate control of guns, insufficient policing, and joblessness are some of the social-centred risk aspects that may raise the probability of the learners behaving disorderly in class. Additionally, Wolhuter and Oosthuizen (2003); Majani (2020) hold the opinion that media-propagated examples of violence that the public sees or experiences as victims have a biasing influence that could increase learners' predisposition to act disruptively (Majani, 2020;Oosthuizen & Van Staden, 2007).…”

Section: Societal Factorsmentioning

confidence: 99%

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Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.

Mlondo

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’n Leerderperspektief op dissipline: ’n kwalitatiewe ontleding

Cited by 4 publications

References 3 publications

The Relationship Between an Effective Organizational Culture and Student Discipline in a Boarding School

The Relationship Between an Effective Organizational Culture and Student Discipline in a Boarding School

Insights from traditional initiation teachers (Basuwe) on the influence of male traditional initiation (lebollo) on the behaviour of schoolboys

Exploring the practices of educators in managing learner discipline within the classroom and in school: perspectives from teachers in three primary schools in the Umzinyathi district.

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