South African public school teachers’ views on right to discipline learners

Segalo, Letlhoyo; Rambuda, Awelani Melvin

doi:10.15700/saje.v38n2a1448

Cited by 21 publications

(29 citation statements)

References 20 publications

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“…Based on the views expressed by the two or the fourth physics teachers from MAN 1 Sleman and MAN 2 Sleman, it shows that the anxiety experienced by students in facing assessment of learning outcomes or physical exams arises due to influences or factors weaknesses and shortcomings of teachers in delivering material to students. The results are also in accordance with the results of research by Sugiatno et al (2015), Milenkova et al (2018); Segalo and Rambuda (2018) stated that the factors that influence the emergence of anxiety in students are the lack of scaffolding provided by the teacher, an unsupportive learning environment, direct problem solving activities in the classroom, unpleasant experiences in the past, such as a physics teacher and cruel mathematics, and lack of motivation in learning.…”

Section: Anxiety Of Islamic High School Students In Yogyakarta In Facing Physics Learning Outcomessupporting

confidence: 89%

Physics Teacher Efforts of Islamic High School in Yogyakarta to Minimize Students' Anxiety When Facing the Assessment of Physics Learning Outcomes

Putranta

Jumadi

2019

Journal for the Education of Gifted Young Scientists

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This study aims to determine the anxiety experienced by Islamic high school students in Yogyakarta and find out the efforts of Islamic high school physics teachers in Yogyakarta in minimizing the anxiety that occurs in their students when facing assessment of physics learning outcomes. This study uses qualitative research methods and descriptive approaches. The subjects of this study were Islamic high school physics teachers and Islamic Senior High School students of class X natural science until the XII natural science class in Yogyakarta. The subject of this study was determined using purposive sampling method. The results of this study indicate that the anxiety experienced by Islamic high school students in Yogyakarta when facing the assessment of physics learning outcomes in the form of a lack of mastery of the concept of learning material. Therefore, the efforts made by Islamic high school physics teachers in Yogyakarta to minimize the anxiety experienced by their students when facing assessment of physics learning outcomes is by conveying the concept of physics material that is clear and easy to understand, provides regular practice questions, provides motivation, and applying learning using existing technology.

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Section: Anxiety Of Islamic High School Students In Yogyakarta In Facing Physics Learning Outcomessupporting

confidence: 89%

Physics Teacher Efforts of Islamic High School in Yogyakarta to Minimize Students' Anxiety When Facing the Assessment of Physics Learning Outcomes

Putranta

Jumadi

2019

Journal for the Education of Gifted Young Scientists

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“…Another factor mentioned under working environment most teachers are highlighted that there is lack of collegiality so, in other words, the climate is not so democratic, participatory, enabling nor friendly, where teachers are afraid of healthy competition or challenges. This notion supports the previous findings of the South African study which reported on causes or factors leading to adversity [5]. Teacher 6 noted as follows:…”

Section: Theme 2: Teacher Collegialitysupporting

confidence: 90%

“…In South Africa, research shows that some teachers experience violence from learners, parents and amongst other colleagues, superiors and from their family members [5]. Some teachers are exposed to physical violence at work, while others have experienced non-physical violence such as threats.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Views on Workplace Adversities: A South African Perspective

John¹,

Segalo²

2021

ujer

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This paper explored teachers' views on workplace adversities in one district of education in South Africa. Life is fraught with challenges and teachers are no exception. Teachers face various workplace challenges and some of these challenges may be the mundane occurrences of everyday life, while others may seem insurmountable. Each of these challenges requires teachers to adapt, rather than succumb to perceived adversity. The ability to adjust to challenging circumstances is essential for human development and teaching is no exception. For example, teaching profession demands that teachers continuously develop their skills and aptitude to changing workplace environment such as workplace adversities. Workplace adversity is understood to be the primary reason teachers fail to flourish in the workplace and eventually leave the teaching profession. The major elements of workplace adversity in teaching are negative and dissatisfactory working conditions, the work environment and the daily challenges faced by teachers during their work. An interpretive qualitative research method was undertaken. Participants in this study were nine teachers (5 women and 4 men) 100% black, age ranged from 26-43 years and were purposively recruited. Data was collected by means of a semi-structured interview and was analysed thematically using open codes. The findings of the study revealed that school teachers face workplace adversities, such as, poor management, sanitary problems, demands from parents and lack of collegiality.

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“…The decision of learners not to read the code of conduct at Independent School could be viewed as assuming a subject position of rebelliousness. Findings in the literature also suggest that problem behaviours include those breaking explicit rules as well as those infringing implicit norms or expectations (Segalo & Rambudam, 2018;Sun & Shek, 2012). It could be that learners chose to exercise their agency.…”

Section: Vandeyarmentioning

confidence: 99%

Rupturing the laws of discourse: Learner agency in the construction of their identity in school discourses

Vandeyar

2022

pie

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Utilising the theoretical frameworks of theory of power and theory of performativity, this case study explored how learners exercised agency in the construction of their identity in school discourses. Data capture incorporated a mix of a survey, semi-structured interviews and field notes. Data was analysed using content analysis. A total of 90 learners participated in the survey. Fifteen learners, three teachers and three principals participated in semistructured interviews. This paper reports on findings from the semistructured interviews. Findings were twofold. First, schools used Foucault’s mechanisms and instruments of constructing learner identity. Learners were subjected to a constant gaze at schools. Second, learners became agentic in schools and asserted their own identities. Some of these identities clashed with the identity of the ‘ideal learner’ of schools. Despite established subject positions in schools, learners created their own subject positions to counter limiting and constraining identities that were imposed by the school.

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South African public school teachers’ views on right to discipline learners

Cited by 21 publications

References 20 publications

Physics Teacher Efforts of Islamic High School in Yogyakarta to Minimize Students' Anxiety When Facing the Assessment of Physics Learning Outcomes

Physics Teacher Efforts of Islamic High School in Yogyakarta to Minimize Students' Anxiety When Facing the Assessment of Physics Learning Outcomes

Teachers' Views on Workplace Adversities: A South African Perspective

Rupturing the laws of discourse: Learner agency in the construction of their identity in school discourses

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