Teacher and Learners' Belief in a Just World and Perspectives of Discipline of Grade 4-8 Learners in South African Schools

Autor/inn/en	Human-Vogel, Salomé; Morkel, Jorina
Titel	Teacher and Learners' Belief in a Just World and Perspectives of Discipline of Grade 4-8 Learners in South African Schools
Quelle	In: Educational Studies, 43 (2017) 3, S.343-353 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2016.1277136
Schlagwörter	Teacher Attitudes; Student Attitudes; Beliefs; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Foreign Countries; Violence; Student Behavior; Classroom Techniques; Discipline; Elementary School Students; Secondary School Students; Statistical Analysis; Social Attitudes; Factor Analysis; Maximum Likelihood Statistics; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Belief; Glaube; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Gewalt; Student behaviour; Klassenführung; Disziplin; Sekundarschüler; Statistische Analyse; Social attidude; Soziale Einstellung; Faktorenanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the present study, we examine the personal belief in a just world (PBJW) for teachers and learners in predominantly Afrikaans-speaking South African schools, and the relationship between teachers' PBJW and their perception of problem behaviour in the classroom. The study is informed by national debates of school violence in South African schools, and international debates on zero-tolerance policies to address school violence. Our findings suggest that teachers' PBJW predicts their perception of problem behaviour in classroom behaviour in four areas, namely challenging authority, disrespecting rules and authority and teacher negativity. Teachers with a strong PBJW were more likely to view classroom behaviours as problematic. Children generally reported that their teachers were fair and just and liked them. However, boys were more likely to have experienced trouble with their teachers and to view them as unfair and unjust. We discuss the significance of the findings in terms of school violence and also mention gendered interpretations to school violence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01