Analysing the school context for factors that promote or impede resilience among middle adolescent learners

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dc.contributor.advisorSibaya, P.T.
dc.contributor.authorButhelezi, Nontobeko Precious Angela
dc.date.accessioned2010-06-07T12:57:43Z
dc.date.available2010-06-07T12:57:43Z
dc.date.issued2007
dc.descriptionSubmitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2007.en_US
dc.description.abstractThis study was concerned with analysing the school context for factors that promote or impede resilience among middle adolescent learners. The study aimed to find out if black high school learners perceive themselves as resilient or non-resilient: It also investigated the aspects perceived by learners as retarding or enhancing resilience within the school context and to identify qualities of the school that enhance or impede resilience in learners. Four schools within the Pinetown district in KwaZulu Natal were chosen as a sample. Random sampling procedure was used to ensure that any of the schools falling within the four wards of Pinetown district had the same probability of being selected. All grade 10 learners, mostly those falling within the ages of 15 to 20 were asked to participate in data collection. The self-evaluation instrument that was used to collect data about whether learners perceived themselves as resilient was specifically designed to measure this variable. This instrument was designed at the University of Pretoria as part of a research project aimed at making a comparative study of middle adolescent perception of resilience (ranked high or low). The research instrument was statistically proven to have demonstrated content validity and construct validity. This instrument has statistically demonstrated its reliability in terms of internal consistency. The questionnaire had to be translated into isiZulu as most learners were first language Zulu speakers. Learners first had to undergo a self-evaluation process to test how resilient they perceived themselves to be. The second aspect of the questionnaire was to rate, in order of importance, those factors within the school environment that they perceived either enhanced or impeded resilience. A 5-point Likert-type scale Was used with a series of levels of degree expressing positive or negative response to the questionnaire. The researcher used at least 3-5 items in the instrument measured similar idea. All items were interspaced to avoid predictability of questions. The learners indicated the extent to which they agreed or disagreed with each statement. No numbers were given as learners might have mistaken them as values that are used for grading learners. Learners had to express their own views on Structured open-ended questions in order for the researcher to better understand the use of resilience. Data collected was integrated and analysed collectively to give a comprehensive understanding of resilience. The majority of learners rated themselves as resilient despite the many difficulties faced in their environment. They also affirmed all the resilience promoting factors as important to their life at school. The main characteristic of a good school highlighted by black South African adolescents in this study, was an appreciative, caring and supportive environment where respect for self and others prevails. Good schools in this study provided opportunities for learners to engage in a variety of extra-curricular activities and the resources needed by the learners were made available. The adolescents in this study appreciated a well organised school where rules and regulations were consistently followed. A good physical environment was seen also as conducive to teaching and learning. Educators who offered relevant information and empowered learners to deal with the challenges of life were viewed as great assets according to the findings of this studyen_US
dc.identifier.other311706
dc.identifier.urihttps://hdl.handle.net/10530/322
dc.language.isoenen_US
dc.subjectSelf-perception in adolescence--South Africa--KwaZulu-Natalen_US
dc.subjectAchievement motivation in adolescence--South Africa--KwaZulu-Natalen_US
dc.subjectEducational evaluation--South Africa--KwaZulu-Natalen_US
dc.subjectHigh schools--South Africa--KwaZulu-Natalen_US
dc.titleAnalysing the school context for factors that promote or impede resilience among middle adolescent learnersen_US
dc.typeThesisen_US
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