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n Tydskrif vir Geesteswetenskappe - 'n Skoolgebaseerde sosiaal-emosionele program as strategie teen misdaad en geweld (2) - : navorsings- en oorsigartikel

Volume 52, Issue 4
  • ISSN : 0041-4751

Abstract

Die doel van hierdie studie is om die verband tussen Emosionele Intelligensie (EI) in die klaskamer en leerders se gedrag te bepaal. In die proses word daar ook riglyne geformuleer vir die basiese stappe om EI in die klaskamer in te span. Sodoende kan die probleem van geweld en die uitdagings van sosiaal-emosionele intervensies in skole meer suksesvol aangespreek word tot voordeel van al die betrokkenes in die skoolkonteks sowel as die samelewing in die geheel.


In hierdie studie word kwalitatiewe navorsing as hoofnavorsingsmetode gebruik om die impak van EI in die klaskamer op leerders se gedrag te identifiseer. Daar word gebruik gemaak van deelnemende-aksie-navorsing, wat binne 'n kritiese paradigma uitgevoer word.
Onderwysers, skole en ondersteuningspersoneel se einddoel is die optimale ontwikkeling van leerders. Hierdie doel is afhanklik van doeltreffende skoolbestuur, wat weer afhanklik is van 'n toereikende kurrikulum en ondersteunende onderrig- en leeromgewings.
Hierdie navorsing het dan ook gekyk hoe suksesvol EI-onderrigstrategieë in die voorkoming van dissiplineprobleme kan wees. Die gebruik van EI in die klaskamer kan as voorkomende dissipline gesien word. Hierdie navorsing toon onteenseglik dat EI die kernelement van 'n sosiaal-emosionele skool-intervensieprogram program moet wees. Positiewe dissipline, demokratiese skoolbestuur en ondersteuning-strukture is ook tydens die studie geïdentifiseer as elemente wat in 'n sosiaal-emosionele intervensieprogram teenwoordig behoort te wees.


This article reports on a research project which surveyed the link between the teacher's emotional competency in the classroom and the learner's behaviour, by means of action research. The experiences, perceptions and attitudes of learners and educators alike about Emotional Intelligence (EI) in the classroom were researched. This research also looked at how successful EI teaching strategies could be in the prevention of disciplinary problems. Emotional Intelligence is used as an intervention strategy to try and correct learners' misbehaviour. This research is aimed at the programme's applicability within the context of the South African society.
This study concentrates specifically on the acquisition of emotional skills by teachers and learners. It has the aim of determining whether emotional skills can be acquired in the complex atmosphere of a school.
The main aim of this study was to implement a school based social and emotional intervention programme as a strategy to counter violence and crime in the school concerned. The challenge was to use El in classroom practices as an intervention to prevent violence and crime in the school and create a positive behaviour culture in the school. The general public is made aware of South Africa's high crime figures through the media. It is therefore clear that it is specifically here that people need to be taught EI.
The study took place at a high school in Tshwane. A pre-study was undertaken to establish the ongoing problem regarding violence and crime and school management strategies. It seemed that the values of the teaching strategies, school management strategies and violence intervention strategies were at variance at the school. A starting point for the research was therefore to find ways to eliminate these discrepancies.

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/content/akgees/52/4/EJC129919
2012-12-01
2019-10-16

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