Effects of school violence on school functionality in the secondary schools of King Cetshwayo District
| dc.contributor.author | Dube, Presley Velenkosini | |
| dc.date | 2020 | |
| dc.date.accessioned | 2023-03-14T10:10:26Z | |
| dc.date.available | 2023-03-14T10:10:26Z | |
| dc.date.issued | 2020 | |
| dc.description | A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Education Foundations and Management at the University of Zululand, South Africa, 2020 | en_US |
| dc.description.abstract | Violence occurring within South African schools is a concern for all stakeholders. School violence manifests in different ways; these include bullying, faction or gang-related violence, shooting, stabbing, racially motivated violence, violence related to drugs and alcohol abuse, gender-based violence, vandalism and theft, violence through learner protests, racially motivated violence, any other form of physical violence, emotional violence and murder. Any form of violence has its harmful effects on the school system such as physical and psychological effects as well as educational damage. According to a report by the South African Institute of Race Relations (2008), South African schools are among the most dangerous in the world. This report followed media reports of school violence and lawlessness of all kinds engulfing South African schools. Working within the interpretive paradigm and employing a qualitative methodological approach, this case study explored the effects of school violence on school functionality in the secondary schools of King Cetshwayo District. Grounded on Social Learning and Social Ecological Development theories, this study aimed to: determine the causes of school violence; explore the manifestations of school violence and understand the effects on school functionality. All ethical issues were observed before data was generated. Multiple data generation techniques such as semi-structured interviews, observation and document analysis were used in a triangulation approach to ensure trustworthiness. Data were analysed using the approach adopted by De Vos et al. (2011). The study found that causes of school violence were internally as well as externally influenced. The study also found that bullying, vandalism, faction fights, stabbings, fist fighting, verbal attacks, cyber-bullying, sexual harassment, assault using any objects that learners lay their hands on and corporal punishment are prevalent in schools. The study further found that school violence harmfully affects all nine domains of school functionality which are basic school functionality; quality of teaching, learning and teacher development; curriculum provision and resources; learner achievement; leadership, management and communication; governance and relationships; school safety, security and discipline; school infrastructure; parental and stakeholder involvement. Based on findings and conclusions, this study in its recommendations prioritises the integrated approach by all stakeholders to addressing school violence. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/2215 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Zululand | en_US |
| dc.subject | School violence, school functionality, King Cetshwayo District | en_US |
| dc.title | Effects of school violence on school functionality in the secondary schools of King Cetshwayo District | en_US |
| dc.type | Thesis | en_US |
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