1887

n Tydskrif vir Geesteswetenskappe - 'n Leerderperspektief op dissipline in histories swart sekondêre skole : 'n kwalitatiewe ontleding

Volume 47, Issue 3
  • ISSN : 0041-4751

Abstract

Die doel van hierdie navorsing was om 'n leerderperspektief op dissipline by histories swart sekondêre skole bloot te lê. 68 leerders van vier histories swart hoërskole het opstelle oor dissipline by hulle skole geskryf. Die navorsingsmetode wat tydens die verwerking van die ingesamelde inligting toegepas is, is inhoudsanalise. Leerders besef die noodsaaklikheid van dissipline, ofskoon hulle konseptualisering van die begrip op 'n konvensionele vlak van morele oordeelsvorming lê. Milieugeremdheid en die ontoereikende kognitiewe ontwikkeling wat daaruit voortspruit, verhinder waarskynlik die ontwikkeling van 'n opvoedkundig gewenste dissiplinebegrip op die vlak van postkonvensionele morele oordeelsvorming. Volgens die getuienis van leerders is die stand van dissipline by hul skole nie na wense nie en het dit 'n ongunstige uitwerking op hul skoolwerk. Dissiplinehandhawingsmetodes is feitlik uitsluitlik van 'n reaktiewe aard, terwyl die opvoedkundig verkose metodes van voorkomende dissiplinemaatreëls feitlik ontbreek. Ten slotte is aanbevelings ten opsigte van praktykverbetering en vir verdere navorsing aan die hand gedoen.


Aim of research: The aim of this research was to construct the perspective of learners on discipline at historically black secondary schools. An attempt was made to determine what learners understand by the term discipline; their views regarding the levels of discipline at their schools; the effect that the state of discipline at their schools has on them; their views regarding the causes of (good or poor) discipline at their schools; and their views on the methods used to maintain discipline at their schools.
A convenient sample of 68 grade 8 to 10 learners wrote essays on the theme "Discipline at my school". Creswell's hybrid of a quantitative and qualitative research design was used. The essays were subjected to a content analysis.
It was determined that twenty two learners associated the concept "discipline" with respect paid to teachers; two with respect paid to teachers and fellow-learners; thirteen with particular behavioural traits; eight with order so that teaching and learning can take place; five with obedience to rules; two with responsibility; and one with character traits. Six learners explicitly stated in their essays that discipline is essential in a school set-up, although only three motivated their views. From a further twenty seven essays it seemed that learners realised the need for discipline. Six learners wrote that their schools/classes were disciplined; twenty two wrote that their classes/schools were not disciplined and two wrote that the discipline was occasionally good and occasionally poor. From a further eighteen essays the deduction could be made that the level of discipline was not good, from two the message was that the discipline was good and from seventeen no conclusion could be drawn as to the levels of discipline in the schools involved.Learners complained about the following forms of misbehaviour: noise; lack of respect given to teachers; smoking, disruptive behaviour; late-coming; and learners who leave the school premises during school hours. Thirty four learners (i.e. half of the sample) complained that the state of discipline at their schools had a negative effect on their school work.

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/content/akgees/47/3/EJC20051
2007-09-01
2019-08-25

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