English

Johan Botha,Chris Myburgh,Marie Poggenpoel

doi:10.15700/201503070736

English

Johan Botha, Chris Myburgh + Show 1 more

Open Access

https://doi.org/10.15700/201503070736

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Abstract

We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers’ own aggression in the Gert Sibande district in Mpumalanga province. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by means of an open coding systematic process in order to establish the themes and categories that describe male teachers’ experiences of own aggression. Results show that the participants in this sample experience their own aggression in a variety of ways. It appears they primarily experience a loss of power and control that gives rise to aggression. Significantly, participants are aware that they need guidelines to enable them to cope with their aggression. Although there are aggression theories that support and provide an understanding of aggressive behaviour, Transformative Learning Theory seems to offer the best way of bringing about transformative change in individual behaviour, as it raises consciousness and an understanding of the self through self-reflection.

Highlights

Reports appear regularly on male teachers who resort to and display aggressive behaviour in South African schools
Findings and discussion Three themes were identified during the data analysis: (i) male teachers experienced their own aggression in a variety of ways; (ii) they experienced a loss of power and/or control that elicited aggression; and (iii) the participants felt that having guidelines to which they could refer would enable them to cope with their experience of own aggression
Participants experienced their own aggression in a variety of ways

Summary

Introduction

Reports appear regularly on male teachers who resort to and display aggressive behaviour in South African schools. Transformative learning theory is an approach that will assist male teachers to critically reflect on their worldview, and to recognise the behavioural changes to be made, so that they can take responsibility for their actions and create safe teaching-and-learning environments conducive to effective teaching.

Results

Conclusion