1887

n Acta Academica - Discipline in Lesotho schools : educator strategies

Volume 41, Issue 4
  • ISSN : 0587-2405

Abstract

This article reports from an exploratory, quantitative and critical frame of reference on a study on educator strategies to maintain discipline in Lesotho schools. The data, based on a questionnaire completed by Lesotho educators, were analysed by means of frequencies and the student's t-test. The most popular strategy employed by the respondents as a means of maintaining discipline is to come properly prepared to school, followed by positive discipline. Strategies least used by the respondents are detention and community service. The data reveal that the majority of the respondents use a combination of traditional and progressive strategies. The data also show that the perceived effectiveness of a strategy does not always correspond with its popularity.


Vanuit 'n ondersoekende, kwantitatiewe en kritiese verwysingsraamwerk word verslag gelewer oor opvoederstrategieë om dissipline in Lesotho skole te handhaaf. Die data wat verkry is uit vraelyste wat deur Lesotho-opvoeders voltooi is, is met behulp van frekwensies en die studente t-toets geanaliseer. Die gewildste strategie wat deur die respondente gebruik is om dissipline te handhaaf, is om goed voorbereid skool toe te gaan, gevolg deur positiewe dissipline. Strategieë wat die minste deur respondente gebruik word, is detensie en gemeenskapsdiens. Die data het aangedui dat die meeste respondente 'n kombinasie van tradisionele en progressiewe strategieë gebruik. Die data het ook aangetoon dat die sieninge oor die effektiwiteit van 'n strategie nie noodwendig ooreenkom met die gewildheid daarvan nie.

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/content/academ/41/4/EJC15462
2009-01-01
2019-11-17

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