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

Westhuizen, Philip C. van der; Oosthuizen, Izak; Wolhuter, Charl C.

doi:10.1177/0013124507303992

Cited by 16 publications

(10 citation statements)

References 10 publications

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“…Since 1980 scholars have become intensely interested in the organisational culture of schools (see Van der Westhuizen, Oosthuizen & Wolhuter 2008). Researchers tend to define organisational culture in terms of cultural manifestations that are shared by the majority of the members of a particular organisation, that is those that characterise a particular organisation (Martin 2002:91).…”

Section: Organisational Climate Of Schoolsmentioning

confidence: 99%

Leadership and the challenges faced by South African schools in a changing world

Wolhuter¹

2021

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

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Introduction 2 Critical factors in South African education that have an impact on learner performance 5 Debilitating context 5 Moral vacuum 6 Organisational climate of schools 7 Turning around poorly performing schools 8 Testing the relationship between leadership, organisational climate and learner performance statistically8 Changing times 9 Induction of deputy principals 10 Training for curriculum leadership 10 Leadership in an age of technology: The information and communication technology revolution11 School governing bodies and leadership 12 Contents viii

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Section: Organisational Climate Of Schoolsmentioning

confidence: 99%

Leadership and the challenges faced by South African schools in a changing world

Wolhuter¹

2021

Leadership Approaches to Negotiate Challenges in a Changing Education Landscape

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“…Thirdly, school-related factors such as school management arrangements, school leadership, school infrastructure, class size (i.e. the student-teacher ratio), organisation climate and organisational culture at the school all have an impact on the state of learner discipline in schools (Department of Education and Science and the Welsh Office 1989:12, 13, 17; Van der Westhuizen, Oosthuizen & Wolhuter 2008). The fourth set of factors refers to parental involvement in and support of schools, parental modelling and child-raising styles and practices at home (Wolhuter& Van der Walt 2019).…”

Section: Learner Discipline In Schools: Correlates or Determinantsmentioning

confidence: 99%

Foreword

Balfour¹

2019

NWU Education and Human Rights in Diversity Series

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Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous twostep peer review process prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis book, A Scholarly Inquiry into Disciplinary Practices in Educational Institutions, is a collection of chapters based on original research dealing with issues of discipline and disciplinary practices in educational institutions. The aim of the book is to provide a scholarly and scientific perspective on the current state of discipline and disciplinary practices in schools and tertiary education settings. The issue of discipline is investigated from diverse paradigmatic and methodological perspectives presenting not only empirical but also philosophical research. The empirical perspective includes quantitative (positivistic), qualitative (interpretive) and mixed methods (pragmatic), designs and worldviews. This book offers a groundbreaking contribution to the field of learner or student discipline, as it offers insights into disciplinary practices and issues in educational institutions not hitherto researched, such as Technical Vocational Education and Training colleges and universities.This book contains original research that has not been previously published, and it does not contain any content plagiarised from any other publication. Where a chapter is based on research from a dissertation or thesis, pertinent information is clearly indicated in the chapter. The target audience of the book are specialists and scholars in the field of education as well as policymakers, teachers and students at different levels of the education system. Following a widely circulated call for papers, several manuscripts were submitted. The manuscripts were screened and suitable ones were retained. Thereafter, where applicable, each author had to confirm that ethical clearance procedures had been followed prior to the study. All manuscripts were subjected to iThenticate plagiarism detection, and the authors were requested to double-check their manuscripts and address areas where the similarity index might have been an issue. iThenticate reports were securely filed. Subsequently, revised manuscripts were subjected to an external, double-blind peer review process by a panel of national and international reviewers. After the external peer review, chapters were again returned to the authors for a final revision in accordance with the reviewers' suggestions. The final revised chapters were submitted to the publisher along with change logs of amendment...

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“…Over the past decade, a host of publications in scientific journals have appeared on the topic in South Africa, commencing with the special edition of Koers -Bulletin for Christian Scholarship 68(4) in 2003. Although publications such as Heystek (2010), Wolhuter and Van Staden (2009) and Van der Westhuizen, Oosthuizen and Wolhuter (2008) investigated various possible causes of problems with learner discipline, they invariably took as their model the taxonomy of causes as enunciated in the monumental report of learners' discipline problems in schools in England (Department of Education and Science and the Welsh Office [DESWO] 1989). This report distinguishes between five sets of causal factors behind problems with learner discipline at school, namely learnerrelated factors, teacher-related factors, school-related factors, parent-related factors and society-related factors (DESWO 1989).…”

Section: Introduction: An Overlooked Cause Of Learner Problems In Schmentioning

confidence: 99%

“…• learner-related factors (Wolhuter, Oosthuizen & Van Staden 2010) • parent-related factors (De Wet 2010) • teacher-related factors (Heystek 2010) • school-related factors (Van der Westhuizen et al 2008) • society-related factors ( Van der Walt, Potgieter & Wolhuter 2009). …”

Section: Introduction: An Overlooked Cause Of Learner Problems In Schmentioning

confidence: 99%

The image of the teacher held by learners from 10 different countries: A new perspective on the causes of problems with learner discipline

Wolhuter

Walt

Potgieter

2013

Koers

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The article reports on research that investigated the image of teachers held by school learners. Based on a conceptual-theoretical distinction between the ideal teacher, the totally effective teacher and the typically excellent teacher, it was assumed that learners would focus on the first, which is a mental construct, and not on the third, which refers to a flesh-and-blood person actually found working in classrooms. They would not be aware of the discrepancy existing between the ideal teacher and the actual typically excellent teacher. A hundred learners in each of England, Latvia, Greece, Serbia, Slovenia, Bulgaria, Turkey, Pakistan, South Africa and Mexico were asked to write a one-page essay on the following topic: ‘What does a typical teacher look like?’ The investigation confirmed the correctness of the assumption. Despite clear instructions to describe a typical teacher, many respondents from all 10 countries described what they regarded as the ideal teacher. There seems to be a discrepancy between what learners want in a teacher (the ideal teacher) and what they actually have (the typical teacher). It is also possible that the lack of exposure to truly transformative teachers may in many instances lead to ineffective education. This may be one of the causes of problems with learner discipline in school that has thus far been overlooked in the scholarly pursuit to get to the root of problems with learner discipline, possibly because it does not fit neatly into the widely used model of categorising the causes of problems with learner discipline in schools

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

Cited by 16 publications

References 10 publications

Leadership and the challenges faced by South African schools in a changing world

Leadership and the challenges faced by South African schools in a changing world

Foreword

The image of the teacher held by learners from 10 different countries: A new perspective on the causes of problems with learner discipline

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