Factors Influencing Values Management in Rural Secondary Schools: The Role of Educators

Autor/inn/en	Mavimbela, Vusi; van Niekerk, Petro
Titel	Factors Influencing Values Management in Rural Secondary Schools: The Role of Educators
Quelle	In: Africa Education Review, 12 (2015) 4, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2015.1112143
Schlagwörter	Foreign Countries; Values Education; Democratic Values; Moral Values; Moral Development; Qualitative Research; Rural Schools; Secondary Education; Secondary School Students; Secondary School Teachers; Teacher Role; Ecology; Sense of Community; Educational Benefits; Principals; Leadership Styles; Caring; Administrator Role; Participant Observation; Interviews; Questionnaires; Focus Groups; Data Analysis; Rural Education; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Werterziehung; Moral value; Ethischer Wert; Moralische Entwicklung; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Sekundarschüler; Lehrerrolle; Ökologie; Bildungsertrag; Principal; Schulleiter; Führungsstil; Care; Pflege; Sorge; Betreuung; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Auswertung; Ländliche Erwachsenenbildung; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores factors influencing values management and in particular the way in which teachers and principals perceive their role in the inculcation of democratic values and moral principles with a view to managing schools more effectively within a democratic dispensation. In a small scale qualitative study, it was found that educators need more guidance and support as to how they should perform their duties in a democratic and multicultural dispensation. Ironically, this need is exacerbated by the lack of basic services regarding maintenance of school infrastructure by the provincial department. The main conclusion of the study is that a school should be regarded as an ecosystem which primarily functions through constant dynamic interactions with its community or habitat, where the relationship between the whole and the parts are key. Moreover, if a beneficial habitat exists where everyone feels safe and has a sense of belonging it can benefit education in a broad sense. Furthermore, if a principal leads by example and forms partnerships with his or her school management team and community members to embrace an ethics of care which youngsters can emulate, schools and communities can become humane centres of learning and hope. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01