Secondary Schools In South Africa Research Articles

An Analysis of the Prevalence and Effects of Bullying At a Remote Rural School in the Eastern Cape Province of South Africa: Lessons for School Principals

This paper discusses the prevalence and consequences of bullying at a remote rural secondary school in South Africa. Premised on the qualitative research approach, the study used the case study design to select one school for study. An open ended questionnaire containing questions which sought qualitative narrative responses was completed anonymously by a sample of 31 grade 11 and 12 learners who had anonymously indicated that they had been bullied while at school. For data analysis, common emerging themes were identified from learners' qualitative responses. The study found that bullying was prevalent at the school under study and concludes that bullying affects student performance as students divert their attention from learning to how to avoid being bullied. The paper therefore recommends a holistic approach in dealing with bullying where all stakeholders are involved, that is, teachers, parents, learners and other relevant bodies.

The Social Treatment of Ex-Dropouts Reenrolled in Secondary School in South Africa

Dropout recovery and return to school is an education access priority for government in countries in both thewestern and non-western worlds. In a qualitative investigation involving a sample of dropouts who hadre-enrolled in secondary school in South Africa, this study explored antisocial aspects in their social experiencesat school. The aim was to explore the social treatment of ex-dropout who rerolled in secondary school anddiscuss ways to help them reintegrate in the school community. The study revealed that the major antisocialaspects in dropout experience were prejudice and social hostility, expressed through experiences of socialostracism, isolation, categorisation and rejection. This was motivated by a matrix of intersecting modern andtraditional forces. Relational and physical aggressions, which occurred in response to dropout out-grouplabelling and categorisation, were major factors in the social interactions. The evidence of hostility and reactionssubstantiated previous studies. The various implications of the findings for the school climate were highlighted.The study stressed that for dropouts to reintegrate, the entire school culture that condones social categorisation,relational or physical aggression against them, needs to be altered.

Why Leading for Transformation in South African Township Secondary Schools Fails: Views from Deputy Principals

This article reports selected findings of a qualitative multi case study on transformative leadership in Soweto secondary schools in South Africa. The scope of this article is restricted to an examination of deputy principals’ views regarding why leading for transformation is not successful in South African township secondary schools. Data were collected from two secondary schools through in-depth one on one semi-structured interviews. Data analysis was based on Tesch’s steps for open coding. Findings point to a myriad of barriers that include: principals’ leadership style; bureaucracy, limited district office support and, teacher resistance. The article argues that the bureaucratic structure of schools entrenches the status quo and that the transformation of township secondary schools will remain elusive if the associated barriers are not addressed. DOI: 10.5901/mjss.2013.v4n3p687

English

Hazing, associated with initiation, aims at taking newcomers from novice status to a status of functional and acknowledged members of a new group. However, the process is often dangerous, injurious, and usually secretive. Hazing may occur as an unauthorised component of institutionally sanctioned orientation programmes commonly held for new students at educational institutions at the beginning of the academic year. This study focuses on the occurrence of hazing elements in orientation programmes (OP) for Grade 8 boys primarily run by Grade 12 learners in boys-only secondary schools in South Africa. A cross-sectional survey was conducted by administering a researcher-designed questionnaire to a non-probabilistic sample of 296 Grade 12 learners enrolled at three boys-only secondary schools in Johannesburg. The computer assisted analysis strategy included frequency distributions, exploratory factor analysis, and analysis of variance. Findings indicated that respondents generally agreed with regard to the structure, aims, and behaviours common to orientation programmes. Respondents strongly disagreed about the occurrence of physical and sexual abuse and activities aimed at discomfort in the OP; however, respondents showed ambivalence about the occurrence of certain activities, which may deteriorate into hazing. Prior experience of an orientation programme when in Grade 8; length of enrolment in the school, and boarder status affected respondents’ perceptions of certain aspects of orientation programmes. Keywords : Boys-only secondary schools; gender theory; Grade 8 learners; Grade 12 learners; hazing; learner safety and wellbeing; masculinity; orientation programmes; psychological theories; survey research

Establishing a Reading Culture in a Rural Secondary School: A Literacy Intervention with Teachers

The purpose of this study was to explore and describe the nature of a reading culture in a rural secondary school in South Africa before and after a literacy intervention. The systems theory with interpretivism as the epistemological paradigm was employed. A rural secondary school was selected as part of an on-going Flourishing Learning Youth and Supportive Teachers Assets and Resilience studies on resilience and rural schools. Language teachers ( n = 6, male = 1, female = 5) were purposively selected to participate. The literacy intervention was developed with phonetic acquisition as the basis to develop reading skills. It became evident that implementing English (additional language) as teaching and learning language in the school may have contributed to barriers to learning. Limited resources and reading instruction training exacerbated the problems. However, once the teachers acquired new skills and the children received the needed support, the improvement in overall academic achievement was significant.

Understanding Militant Teacher Union Members' Activities in Secondary Schools

This article investigates the activities of teacher unions in some Gauteng secondary schools in South Africa. The methods used in collecting data were questionnaires, interviews and a literature study of appropriate educational and labour law journals, books and newspapers. An interpretive paradigm was used in analysing the data. In this article, the behaviour of militant teacher union members is highlighted.

Management and leadership in secondary schools in South Africa

This article reports on leadership and management of a school, and how guidance can assist in the transformation process. The study further examines the effects of a principal’s leadership behaviour on the school’s learning culture in KwaZulu-Natal. Leadership is a critical component and needs to be responsive to the period of rapid socio-economic change and technological development. Significant restructuring of the fundamentals of the South African education and training system has been underway. The challenges brought to schools by restructuring have been cited as reasons for advocating transformational leadership in schools. Transformational leadership is well suited to the challenges of current school restructuring. It has the potential for building high levels of commitment to the complex and uncertain nature of the school reform agenda and for fostering growth in the capacities teachers must develop to respond positively to this agenda.

The effectiveness of life skills education and HIV prevention for secondary schools in South Africa: a systematic review.

Review question/objective The objective of this review is to assess the effectiveness of secondary school based HIV prevention interventions in South Africa. Due to the specific nature of the context and the specific targeting of secondary schools in South Africa, the review is focused only on secondary school interventions in South Africa. It is anticipated that these findings will inform the continuing development of policy and programmes in South Africa relevant to school based HIV intervention programmes. Inclusion criteria Types of participants This review will consider studies that include South African secondary school based male and female adolescents aged 12-19 years. Types of intervention(s)/phenomena of interest This review will consider studies that evaluate school based life skills interventions that focus on HIV prevention. Comparisons groups may include: usual school programme, other types of interventions such as TV, radio and print media campaigns. To avoid heterogeneity in interventions and outcomes, and due to the very specific nature of the structure in which the life skills programmes are offered, the review will be limited to those conducted in South Africa. Types of outcomes This review will consider studies that include the following outcome measures: HIV infections rate measured as age and gender specific prevalence Knowledge on HIV measured as changes in pre- and post-tests of knowledge and attitudes Condom usage measured as intention to use and reported use of condoms Any other relevant outcomes will be noted.

Explaining the persistence of racial gaps inschooling in South Africa

This paper analyses the large racial differences in progress through secondary school in South Africa using recently collected longitudinal data. Following the progress of students who were enrolled in Grades 8 and 9 in 2002 in the Cape Area Panel Study, we document large differences in the probability of grade advancement between white, coloured, and African youth. Probit regressions indicate that grade advancement between 2002 and 2005 is strongly associated with household income and with respondents’ scores on a baseline literacy and numeracy test. We fully explain the white and coloured advantage over Africans in progress through school when we control for baseline test scores, previous grades failed, and per capita household income. The results suggest that the early disadvantage of African secondary students is a major factor driving poor progress through secondary school, with continued racial gaps in grade progression contributing to persistent racial gaps in ultimate schooling attainment. These key results do not change when we re-estimate these equations separately by race and conduct our statistical tests across these equations or even when we conduct post-estimation counterfactual simulations or propensity score matching. As a final check we add a set of school specific factors to the probit regressions by race. These factors are not statistically significant in the models; their introduction only marginally reduces the importance of the baseline test scores and previous grades failed and they are not important in the counterfactual analysis. All in all the paper provides very strong evidence that knowledge accumulated by Grade 8 or 9 is a critical determinant of progress through secondary school and that the equalizing of secondary school quality is unlikely to eliminate racial gaps in grade progression without improvements at earlier grades.

Relationships between the school-level and classroom-level environment in secondary schools in South Africa

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students’ perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province. In addition, the teachers of each of the 50 classes responded to a questionnaire developed to assess factors in the school-level environment (such as the adequacy of resources, parental involvement and collegiality). The data collected using the two questionnaires were analysed to examine whether the environment created at the school level was linked to the likelihood of teachers successfully implementing outcomes-based education at the classroom level. Keywords: classroom-level environment; learning environment; outcomes- based education; school-level environment; science education; South Africa

Educator's Pedagogy Influencing the Effective Use of Computers for Teaching Purposes in Classrooms: Lessons Learned from Secondary Schools in South Africa

The use of computers in the classroom could allow both educators and learners to achieve new capabilities. There are underlying factors, however, that are obstructing the adoption rate of computer use for instructional purposes in schools. This research focused on these problems with a view to determining which critical success factors promote a higher adoption rate of computer usage in education. To investigate the secondary school educator’s perceptions of the use of computers for teaching purposes and to analyse the effect of these strategies on their teaching pedagogies in the present environment. The nature of the study required a mixed methods approach to be employed, making use of both quantitative and qualitative data. Two questionnaires, one for the educators and one for the principals of the schools were hand-delivered to 60 secondary schools. Exploratory factor analysis and various internal consistency measures were used to assess and analyse the data. The analyses of the data indicated that educator pedagogies were the highest predictors on the use of computers in the classroom. Although the quantitative analyses for educator support, training and attitude were the lowest predictors on the use of computers, the qualitative analysis, nevertheless, found sufficient support for it. Educationists and policy-makers must include all principals and educators when technological innovations are introduced into schools. All these role-players need to be cognisant of the implications if innovations are not appropriately implemented. Including the use of computers in educator training programs is important so that pre-service educators can see the benefits of using the computer in their own teaching. Educator pedagogy, theories and beliefs and access to computers were the highest predictors of using computers, hence a model was developed. The model aims to strengthen the educators’ initiatives to increase the likelihood that would result in enhanced teaching and learning when using computers. Key words: Computers, educator attitude, educator pedagogy, educator support, educator-computer access, educator theories and beliefs, secondary schools, educator-computer training, adoption

South African Female Principals’ Career Paths: Understanding the Gender Gap in Secondary School Management

This article reports on data from a larger scale study exploring female principals’ experiences of their career route to the principalship of secondary schools in South Africa. To understand these experiences, the study used an analytical framework that identifies three phases principals go through on their career route, namely: anticipation, acquisition and performance. The framework suggests that women experience more obstacles than men on their career route and their experiences are influenced by personal, organizational and social factors. These factors manifest in social practices within and outside schools and affect women across the three phases of the career route. Central to these experiences, is the underlying male norm of who is more appropriate for secondary school principalship.

Schooling as a lottery: Racial differences in school advancement in urban South Africa

This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8–11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates.

Resilience and Career Counseling: Describing the Utility of Quadrant Mapping

This article describes the manner in which educational psychology students (n = 11 females) used quadrant mapping when doing career counseling with Grade 9 youths (n=88, 47 = male, 41 = female) in a rural secondary school in South Africa. Quadrant mapping involves a depiction of measured intrapersonal and environmental risk factors and protective resources. The qualitative case study generated data which was based on individual interviews with students during four intervals (documented in field notes), observations of educational psychology interventions by students (documented in field notes), and students' intervention planning and reflections (recorded in reflective diaries). Students facilitated the interventions (in the form of educational psychology assessment and intervention sessions) with the participating youth. Data was thematically analysed. Students either used postmodern approaches exclusively, or combined postmodern approaches with adapted existing career counseling measures for quadrant mapping. Quadrant mapping is useful for cross-cultural career counseling, establishing assets in resource-scarce settings, as well as for use with groups and in schools.

Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa

Meta-synthesis on learners’ experience of aggression in secondary schools in South Africa

Meta-synthesis on learners' experience of aggression in secondary schools in South Africa

This meta-synthesis is on research conducted by different researchers in a team research project on learners’ experience of aggression in secondary schools in South Africa. The objective was to obtain a broader understanding of their experience of aggression in different contexts in South Africa, as well as possible ways to assist learners to address the experienced aggression. Eleven completed research projects were purposively sampled. Data were collected utilising the following headings: objectives, sampling, research design, research method, and research results, and guidelines. At the end of the meta- synthesis process the results are described, with supporting direct quotations from participants and a literature control. Guidelines for learners to cope with aggression are described.

Appreciative inquiry into lifeskills-based HIV/AIDS education in South African schools

With a steady rise in the prevalence of HIV and AIDS throughout the world it has become vital for programme implementers at all levels to ensure that all HIV intervention programmes are effectively put into practice. The present research used qualitative and quantitative data to evaluate the lifeskills-based HIV/AIDS education programme being implemented in primary and secondary schools in South Africa, with special reference to KwaZulu-Natal. A qualitative questionnaire gathered information from nine respondents at three levels: Department of Education district officials, educators and learners. Six key themes were consequently identified to guide the evaluation: communication, empowerment, resources, networking, motivation, and evaluation and feedback. A quantitative questionnaire completed by 30 educators revealed an overall positive attitude towards the programme, regardless of the educator's gender, age or level of formal education. The results are discussed with special reference to continuation and improvement of the lifeskills-based HIV/AIDS education programme.

Perceptions of the principal’s role in democratic school governance in South Africa

This article explores governors’ perceptions of the role played by school principals in the democratic governance of secondary schools in South Africa. The South African Schools Act No. 84 of 1996 has mandated that all public schools in South Africa must have democratically elected school governing bodies, comprised of the principal (in his or her official capacity), educators, non‐teaching staff, parents and learners, but the latter is applicable only in secondary schools. This reform is intended to foster tolerance, rational discussion and collective decision‐making. In the light of this reform an empirical study investigated the role of the principal in the school governing body (SGB), particularly in promoting parent and learner participation in SGBs. The findings highlighted the important functions that principals fulfil with regard to the functioning of the SGB. Principals are viewed by governors as playing a positive role in SGBs. Governors referred to principals as ‘the finger on the pulse of what is happening at school’; they are resource persons for other members of the SGBs and ‘the engines’ of the schools. Governors viewed the principal as in charge of the professional management of the school, ensuring that all duties are carried out adequately, setting the tone in SGB meetings, and responsible for interpreting education policies and ensuring that they are well implemented. Furthermore, principals have the responsibility of ensuring the maximum participation of both parent and learner governors in SGBs meetings. Principals can also contribute greatly to school governance issues, since they are usually at an advantage in terms of their familiarity with official regulations, provincial directives and knowledge of educational reform measures. The findings highlighted persistent power struggles in rural schools that may arise when principals overplay their roles as this creates tension among SGB members. However, principals enabled implementation of democratic values such as tolerance, rational discussion and collective decision‐making in schools through their leadership roles.

HIV/AIDS prevention through peer education and support in secondary schools in South Africa

The implementation and evaluation of a peer education and support programme in secondary schools to prevent and reduce high-risk sexual behaviour amongst adolescents is discussed. The aims of the programme were to provide accurate information about HIV/AIDS, discuss and reconsider peer group norms, and establish support for learners. In the programme that was implemented in 13 secondary schools in Tshwane, South Africa, peer educators were identified, trained and supported to implement the programme in their schools with the assistance of a teacher and postgraduate students as facilitators. Peer educators organised HIV awareness activities, facilitated class discussions on risk behaviour and gender relationships, and supported learners in solving personal problems. Process evaluation included weekly reports and focus group discussions with peer educators and teachers. A quasiexperimental design involving an experimental and control group, as well as pre- and post-assessments, was used to evaluate the impact of the programme on psychological well-being, personal control, school climate and reported high-risk behaviour of learners aged between 13 and 20 years. The results showed that the percentage of learners in the experimental group who were sexually experienced remained unchanged over the time period of 18 months. In contrast, a significantly increased percentage of learners in the control group were sexually experienced after the same time period. The control group also perceived more of their friends to be sexually experienced. No differences were reported in condom use in either of the groups. The findings of this study suggest that peer education can contribute to a delayed onset of sexual activity, and can therefore contribute to the prevention of HIV/AIDS amongst adolescents.

Computer attitudes of primary and secondary students in South Africa

This study investigated computer attitudes of 240 students from eight primary and secondary schools in South Africa. The student population of six of the eight schools that participated in the study can be characterised as middle or upper class. Two schools were from South African townships. All eight schools used computers for educational purposes, although the availability and use of the computers differed. The research question of the study was whether differences in computer attitude could be found between boys and girls, and to what extent these differences could be explained by student, school, and environment characteristics. In contrast to most studies on gender differences and computer attitudes, no gender differences in computer attitudes were found. However, this study showed differences in computer attitudes between students from the upper/middle class schools and students from the township schools. The latter showed a less positive attitude towards computers, but more interest in computer-related careers compared with the students in the upper/middle class schools. The study found that computer access and experience, which was significantly lower in the township schools, was also related to computer attitude.