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Handling of violent behaviour of learners in secondary schools: A case study of Vryburg Cluster in North -West province Nhambura Michael Orcid.org 0000-0002-4459-2541 Thesis accepted in fulfilment of the requirements for the degree Doctor of Philosophy in Education with Education Management at the North-West University Promoter: Dr JP Dhlamini Graduation ceremony: July 2020 Student number: 29743869 i DEDICATION I dedicated the thesis to my wife, Precious Nhambura, my father, Rodger Nhambura and my late mother, Elizabeth Mlilo Nhambura, for their support and encouragement during my entire academic endeavours. ii DECLARATION I, MICHAEL NHAMBURA declare that the thesis entitled “Handling of violent behaviour of learners in secondary schools: A case study of Vryburg Cluster in North -West province”, hereby submitted for the degree of Doctor of Philosophy in Education (Education Management) has not been submitted by me for a degree at this or any other university. I further declare that this is my work in design and execution and that all materials contained herein are duly acknowledged. Signature: Michael Nhambura Date: 04/11/2019 iii ACKNOWLEDGEMENTS I would like to express my sincere gratitude and appreciation to the following: ❖ My supervisor, Dr J.P. Dhlamini, for her unquenchable support and guidance on this thesis. Through her guidance and support throughout the process of writing I managed to overcome challenges I encountered. ❖ Department of Basic Education Taledi officials, School principals and teachers, for accommodating me despite their tight schedules during data collection. ❖ The North-West University Mafikeng campus Faculty of Education librarian, Dina Mashiyane, for offering training on research work, and all North West University Mafikeng campus library staff for availing research materials and a centre for Master’s and PhD researchers. ❖ Professor Washington Dudu, Professor Edmore Mutekwe, Doctor Gladman Thodlana, Doctor Blessing Mkwambeni, Professor Charles Pfukwa for encouragement, support and guidance and Doctor for language editing. iv ABSTRACT Schools in South Africa find it difficult to manage the problem of learner violence. Due to violence, the schools are no longer safe places for teachers and learners. Hence, the purpose of the study was to identify strategies on handling violence in Vryburg secondary schools. The research follows a qualitative design, which utilised the case study to tap into the perceptions of teachers and principals on managing learner violence in secondary schools. Three secondary schools in Vryburg Cluster were selected for this study. Eighteen participants were purposively selected for the study. The data was collected through focus group in depth interviews with teachers and one-on-one in depth interviews with the principals. In the preliminary stages, data was collected from literature study and document analysis. The data analysis was done through the thematic approach. The study is underpinned by the psychosocial theory that recognises the social environment in shaping the behaviour of learners. Five themes emerged from analysis thus: prevalence and nature of violence experienced by secondary schools, causes of learner violence, effects of learner violent behaviour, strategies applied by schools to curb violent learner behaviour and the form of support teachers need to curb learner violent behaviour. The empirical study found that schools currently experience various forms of violence. The major forms of violence experienced by schools are gang related violence as well as physical violence as well as the use of weapons. The empirical data and literature established that the girl child is a victim of Gender Based Violence (GBV). Literature study and empirical evidence confirm that the family organisation and structure, school environment and community environment have a great influence on the behaviour of learners. The findings from empirical data revealed that learners who engage in violence are mainly under the influence of drugs. The findings revealed that violence creates an environment that is unsafe for teachers and students. Violence affects the wellbeing of teachers and learners. Teaching and learning is adversely affected due to violence in the school. The study also found out that teachers are implementing various strategies on managing violence amongst learners. On managing learner violence, schools rely mainly on the school policies, the disciplinary committee and other stakeholders. The use of corporal punishment was highly debated in terms of its effectiveness by the participants in the study. In order to manage violence in secondary schools effectively, the findings revealed that teachers need support from the Department of Education (DoE), parents and other stakeholders. v To deal with violence in secondary schools, the study formulated an intervention programme based on literature and the research findings. This intervention programme is shaped by psycho-social and psycho-educational support systems that encompass the involvement of psychologists, social workers, counsellors and pastors, character education on behaviour modification, programmes on empowering women, strengthening of Quality Learning and Teaching Campaign (QLTC), parental training platforms, boys’ and girls’ fora in schools. The key recommendation targeted secondary schools, DoE and teacher-training institutions is the offering of psychosocial and psycho-educational support systems to learners in order to manage learner violence at secondary schools. The main aim of psychosocial support is to help learners who are at risk because of social problems and drugs. Psycho-educational support targets all learners with the chief aim of creating law-abiding citizens through character education. vi KEY WORDS Behaviour, Quality Learning and Teaching Campaign, Intervention strategies, psycho-social support systems, psycho-educational support systems, violence, character education and sexual and Gender Based Violence. vii LIST OF ACRONYMS ADHD- Attention Deficit/ Hyperactivity Disorder BACP- British Association for counselling & Psychotherapy CCL- Canadian Council on Learning CDC- Centre of Diseases Control and Prevention CDP- Child Development Project CEP- Character Educational Partnership CNS- Central Nervous System CSVR-Centre for the Study of Violence and Reconciliation DoE- Department of Education EDE- England Department of Education ELRC- Education Labour Relations Council FET- Further Education Training GBH- Grievous Body Harm GBV- Gender Based Violence GRV- Gang Related Violence HIV/AIDS- Human Immunodeficiency Virus and Acquired Immune Deficiency Syndrome KZN- KwaZulu Natal MAOA- Monoamine Oxidase NASUWT- National Association of Schoolmasters Union of Women Teachers T- OBPP- Olweus Bullying Prevention Program viii QLTC – Quality Teaching and Learning Campaign RSA- Republic of South Africa SACS- South African Correctional Services SADSS- South African Department of Safety and Security SAHRC- South African Human Right Commission SAPS- South African Police Service SASA- South African School Act SEL- Social and Emotional Learning SGB- School Governing Body SGBV – Sexual and Gender Based Violence SGBV- Sexual and Gender Based Violence SLT-Social Learning Theory SMT- School Management Team TEAM- Tech, Enforce, Advocate and Model UNESCO- United Nations Educational, Scientific and Cultural Organisation. WHO- World Health Organisation ix TABLE OF CONTENTS DEDICATION ........................................................................................................................... ii DECLARATION .......................................................................................................................iii ACKNOWLEDGEMENTS ...................................................................................................... iv ABSTRACT............................................................................................................................... v KEY WORDS ...........................................................................................................................vii LIST OF ACRONYMS ........................................................................................................... viii TABLE OF CONTENTS........................................................................................................... x TABLE OF FIGURES ............................................................................................................. xx LIST OF TABLES ...................................................................................................................xxi CHAPTER ONE ........................................................................................................................ 1 INTRODUCTION AND BACKGROUND TO THE STUDY ................................................. 1 1.1 INTRODUCTION TO THE STUDY, BACKGROUND AND MOTIVATION FOR THE RESEARCH............................................................................................................................... 1 1.2 PROBLEM STATEMENT .................................................................................................. 3 1.3 RESEARCH QUESTIONS ................................................................................................. 4 1.3.1 Main question.................................................................................................................... 4 1.3.2 Sub-questions ...............................................................................................................

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