Violence persists in obstructing the operation of schools in South Africa. Literature suggests that the topic of school violence is broad and spans multiple fields; these domains investigate psychological factors like peer pressure, stress, cognition, emotional development, and their relationship with school violence. The study investigated the form of violence prevalence in educational institutions in Mpumalanga Province, South Africa. The study utilised a mixed-methods approach, integrating qualitative and quantitative techniques. In the quantitative segment of the investigation, the researchers utilised basic random sampling to choose the students. The qualitative phase was conducted using a purposive sample to select the principals and teachers. 423 learners were selected from 9 institutions in the circuit for the quantitative component of the study. A purposive sample of 9 principals and 18 educators was selected for the qualitative component of the study. The quantitative data was analysed using IBM SPSS version 23. The Chi-square test was employed to determine whether there were significant differences in the forms of coping methods used by male and female victims of school-based violence, and frequency tables were generated for univariate analysis. Thematic analysis was implemented on the qualitative data. The attention was given to schools with a high level of violence. The study's objective was to elucidate the forms of violence in schools in the target area. The anticipated outcomes encompass an exhaustive examination of the causes of violence, challenges experienced by management to address violence, and strategies for managing it more effectively.

Authors:
Maria Thobile Shabangu, University of the Free State, South Africa

About the Presenter(s)
Dr Maria Thobile Shabangu, a lecturer at University of the Free State, She is in the faculty of Education under the Department of Education Management Policy and Comparative Education.

See this presentation on the full schedule – Thursday Schedule

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