Ontwikkeling van ’n strategie om boeliegedrag teen onderwysers te bestuur

Abstract

Die doel van die navorsing was om boeliegedrag teen onderwysers by 40 skole in die John Taolo Gaetsewe-distrik te ondersoek en die lesse wat daaruit na vore kom te gebruik ten einde ʼn strategie te ontwikkel vir skoolhoofde om boeliegedrag teen onderwysers effektief te bestuur. Met die pragmatisme-paradigma as uitgangspunt, het ek van ʼn gemengde navorsingsontwerp gebruik gemaak om die studie uit te voer. Op grond van inligting verskaf deur die John Taolo Gaetsewe-distrikkantoor, het ek die kringbestuurders in gebiede waar probleme met boeliegedrag teen onderwysers ervaar word, gekontak. Die kringbestuurders het ’n lys van skole waar voorvalle van boeliegedrag teenoor onderwysers vir ’n ses-maande-periode (van Januarie tot Junie 2021) aangemeld is, verskaf. Uit die lys van 70 skole het ek 40 skole (10 hoërskole, 10 intermediêre skole en 20 primêre skole) vir die kwantitatiewe fase en drie skole uit die 40 skole (ʼn primêre skool, ’n intermediêre skool en ’n hoërskool) vir die kwalitatiewe fase gekies, op grond van hul ligging. Ek het doelgerigte kriterium-gebaseerde steekproefneming gebruik om die deelnemers vir die kwalitatiewe fase te identifiseer. Deur middel van sistematiese steekproefneming is ’n steekproef van 40 skoolhoofde, 40 vakbondverteenwoordigers en 200 onderwysers as respondente geïdentifiseer om vraelyste tydens die kwantitatiewe fase te voltooi. Die data-insameling is afgeskop met ’n dokumentontleding van relevante regsdokumente met die oog daarop om die werkgewers se regsplig en onderwysers se regte tot ’n veilige omgewing, die regsraamwerk vir die hanteer van boeliegedragklagtes en regsmiddele beskikbaar vir onderwysers as slagoffers vas te stel. In die kwalitatiewe fase het ek met vyf onderwysers, twee skoolhoofde en twee vakbondverteenwoordigers semigestruktureerde onderhoude gevoer. Dit het my ’n dieper insig gegee ten opsigte van die aard, omvang en gevolge van boeliegedrag en het my toegelaat om die probleme wat die bestuur van boeliegedrag belemmer en die strategieë wat skoolhoofde gebruik om boeliegedrag te bestuur, te identifiseer. Ek het ook die Gedragskodes vir Leerders van die drie skole ontleed sodat ek kon trianguleer met data van die onderhoude. Kwantitatiewe en kwalitatiewe data is gelyktydig ingesamel, onafhanklik ontleed en daarna gekombineer alvorens die data wat ontleed is, geïnterpreteer is en ek bevindinge geformuleer het. Ten einde my doel te bereik, het ek ’n strategie ontwikkel wat gegrond is op die geïdentifiseerde regsraamwerk, die geheelskoolbenadering en empiriese bevindinge. Die strategie bestaan uit vier werkswinkels oor konseptualiseer en kontekstualiseer boeliegedrag teenoor onderwysers, konsepkode vir boeliegedrag teen onderwysers, bestuur van boeliegedrag teenoor onderwysers en ontwikkeling van ʼn beleid oor boeliegedrag teenoor onderwysers.

The aim of this research was to investigate bullying behaviour against educators at 40 schools in the John Taolo Gaetsewe district and to use the lessons that emerged to develop a strategy for school principals to manage bullying behaviour against educators effectively. Using the pragmatism paradigm as a point of departure, I used a mixed method research design to carry out the study. Based on information provided by the John Taolo Gaetsewe district office, I contacted the circuit managers in areas where problems with bullying behaviour against educators are experienced. The circuit managers provided a list of schools where incidents of bullying behaviour towards educators were reported for a six-month period (from January to June 2021). From the list of 70 schools, I selected 40 schools (10 high schools, 10 intermediate schools and 20 primary schools) for the quantitative phase and three schools from the 40 schools (a primary school, an intermediate school and a high school) for the qualitative phase based on their location. I used purposive criterion-based sampling to identify the participants for the qualitative phase. Through systematic sampling, a sample of 40 school principals, 40 trade union representatives and 200 educators were identified as respondents to complete questionnaires during the quantitative phase. The data collection was kicked off with a document analysis of relevant legal documents with a view to determine the employers' legal duty and educators' rights to a safe environment, the legal framework for dealing with bullying complaints and legal remedies available to educators as victims. In the qualitative phase, I conducted semi-structured interviews with five educators, two principals and two union representatives. It gave me a deeper insight into the nature, extent and consequences of bullying behaviour and allowed me to identify the problems that hinder the management of bullying behavior and the strategies that principals use to manage bullying behaviour. I also analysed the Codes of Conduct for Learners from the three schools so that I could triangulate with data from the interviews. Quantitative and qualitative data were collected simultaneously, independently analysed and then combined before the analysed data was interpreted and I formulated findings. In order to achieve my goal, I developed a strategy based on the identified legal framework, the whole school approach and empirical findings. The strategy consists of four workshops on conceptualise and contextualise bullying behaviour towards educators, concept code of bullying against educators, bullying behaviour management towards teachers, and developing a bullying behavior policy towards educators.

Maikaelelo a patlisiso eno e ne e le go tlhotlhomisa maitsholo a go dipisa barutabana kwa dikolong tse 40 kwa Kgaolong ya John Taolo Gaetsewe le go dirisa dithuto tse di tlhageletseng go tlhagisa togamaano e e tlaa dirisiwang ke bagokgo ba dikolo go samagana le maitsholo a go dipisa barutabana ka bokgoni. Ka go dirisa molebo wa se se dirang go na le se e ka nnang nnete jaaka motheo, ke dirisitse thadiso ya patlisiso ya mokgwa o o tswakantsweng go tsweletsa thutopatlisiso. Go ya ka tshedimosetso e e tlametsweng ke Kantoro ya Kgaolo ya John Taolo Gaetsewe, ke ikgolagantse le batsamaisi ba didika mo mafelong a a itemogelang go dipisiwa ga barutabana. Batsamaisi ba didika ba ne ba tlamela ka lenane la dikolo tse di begileng ditiragalo tsa go dipisiwa ga barutabana mo pakeng ya dikgwedi tse thataro ( go tloga Firikgong go fitlha Seetebosigo 2021). Go tswa mo lenaneng la dikolo tse 70, ke ne ka tlhopha dikolo tse 40 (dikolo tse dikgolwane di le 10, dikolo tsa bogareng di le 10 le dikolo tsa poraemari di le 20) mo legatong le le lebeletseng dipalopalo le dikolo tse tharo go tswa mo dikolong tse 40 (sekolo sa poraemari, sekolo sa bogareng le sekolo se segolwane) malebana le legato la go lebelela mabaka le go ela tlhoko go ya ka mafelo. Ke dirile mokgwa wa go tlhopha sampole go ya ka maikaelelo a patlisiso go supa bannileseabe ba legato le le lebelelang mabaka. Ka go tsaya sampole ka thulaganyo, go supilwe sampole ya bagokgo ba dikolo ba le 40, baemedi ba mokgatlho wa badiri ba le 40 le barutabana ba le 200 jaaka batsibogi go tlatsa dipotsolotso ka nako ya legato la dipalopalo. Kokoanyo ya data e simolotswe ka tokololo ya dikwalo tsa semolao tse di maleba ka maitlhomo a go bona maikarabelo a semolao a bathapi le ditshwanelo tsa barutabana tsa seemo se se babalesegileng, letlhomeso la semolao la go samagana le dingongorego tsa go dipisiwa, le ditshiamiso tsa semolao tse barutabana ba nang natso jaaka batswasetlhabelo. Mo legatong la kelotlhoko, ke nnile le dikopanopotsolotso tse di batlileng di rulagane le barutabana ba le batlhano, bagokgo ba le babedi le baemedi ba mokgatlho wa badiri ba le babedi. Di mputse matlho malebana le mofuta, boteng le ditlamorago tsa maitsholo a go dipisa mme tsa nkgontsha go supa mathata a a kgoreletsang taolo ya maitsholo a go dipisa le ditogamaano tse bagokgo ba di dirisang go samagana le go dipisa. Gape ke sekasekile Melao ya Maitsholo a a siameng ya Barutwana go tswa kwa dikolong tse tharo gore ke kgone go dirisa mekgwa e e farologaneng mo dateng ya dikopanopotsolotso. Go kokoantswe data ya dipalopalo le e e lebelelang mabaka ka nako e le nngwe fela, ya lokololwa ka go ikemela, mme ya kopanngwa pele ga data e e lokolotsweng e ka ranolwa le gore ke rulaganye diphitlhelelo. Gore ke fitlhelele maikemisetso a me, ke dirile togamaano e e theilweng mo letlhomesong le le supilweng la semolao, molebo wa sekolo sotlhe gammogo le diphitlhelelo tsa maitemogelo. Togamaano e na le dikopanothutano tse nne tsa go supa ba e ka nnang badipisi, molaokgopolo wa go samagana le maitsholo a go dipisa, togamaano ya go samagana le go dipisiwa ga barutabana le go tlhamiwa ga pholisi e e malebana le maitsholo a go dipisa barutabana.