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n Tydskrif vir Geesteswetenskappe - Opvoeders se persepsie van die effektiwiteit van dissiplinemetodes in Vrystaatse, Oos-Kaapse en Vaaldriehoekskole

Volume 47, Issue 3
  • ISSN : 0041-4751

Abstract

Leerderdissipline is die afgelope tyd een van die hoofbrandpunte in die media se beriggewing oor onderwys. Verskeie navorsingsverslae is in Suid-Afrika sowel as in die buiteland ter tafel gelê, maar 'n wetenskaplike perspektief oor hoe Suid-Afrikaanse opvoeders leerderdissipline in skole ervaar, ontbreek nog. 'n Literatuurstudie het onthul dat leerdergedrag diepgesetel is in gemeenskapstrukture soos die gesin, skool en omliggende samelewing. Op hierdie basis kan faktore wat leerderwangedrag veroorsaak, gekategoriseer word as skoolverwant, gesinsverwant en gemeenskapsverwant. Die invloed van elkeen van dié faktore op leerdergedrag, asook die hantering van wangedrag, is ondersoek. Die primêre doelstelling van die empiriese navorsing was om opvoeders se ervaring van die effektiwiteit van verskillende metodes om dissipline te handhaaf, te bepaal. Terselfdertyd is gepoog om vas te stel hoedanig die ervaring van opvoeders aan histories swart skole met dié van histories blanke skole verskil. Die studiepopulasie het bestaan uit opvoeders aan primêre en sekondêre skole in die Oos-Kaap, Vaaldriehoek en Vrystaat. Vooruitspruitend uit die bevindinge, word aanbevelings gemaak vir die verbetering van dissipline in skole asook vir verdere navorsing.


For the past decade, South African schools have been finding themselves in a new socio-political and education law context, where past methods of the maintenance of discipline can no longer be used. Although quite a number of studies on learner discipline have been published during the past few years, a scientific perspective on educators' experience of the disciplinary situation is still lacking. As it is educators who are at the receiving end of learner disciplinary problems, a reflection of educators' experience of the state of learner discipline is needed. The aim of this research was to determine how educators judge the effectiveness of methods they employ to maintain discipline.Secondly, an attempt was made to determine similarities and differences between educators at historically black and historically white schools regarding their judgements of the effectiveness of various methods used to maintain discipline. An availability sample of 405 educators in schools in the Free State, Vaal Triangle and Eastern Cape completed a questionnaire in which they had to rate the effectiveness of 22 methods of maintaining discipline.
The following were rated as the five most effective methods: proper lesson preparation by the teacher, thorough subject knowledge by the teacher, consultation with the parents of learners, positive discipline and a system of class rules. The following methods were also judged as being effective: emphasis on values, regular prayers in class by educator, encouragement of pride among learners, referral to the school governing body's disciplinary committee, encouragement of traditions, referral to school principal, extra work, reprimanding and withholding of privileges for negative behaviour. The following were rated as the five most ineffective methods: isolation outside classroom, isolation in classroom, merit-demerit point system, detention and corporal punishment. A comparison between the responses of educators from historically black schools and those from historically white schools could not find any significant differences in their rating of the effectiveness of various methods of discipline.
The article concludes that the most effective methods centre around the quality and commitment of teacher activity. The educator's approach appears to be decisive too: it is namely evident that proactive measures by the educator are much more effective than reactive steps. Based on the findings of the research, certain recommendations are made regarding further research on the maintenance of discipline in schools.

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/content/akgees/47/3/EJC20050
2007-09-01
2019-12-09

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