Beschreibung
School Management Teams (SMTs) exist amongst others, to ensure the safety of educators and learners, and to nurture a sustainable learning environment. In this study it was found that their job is increasingly becoming very challenging and in need of support, due to the disruptive learner behaviour. It was therefore imperative to design a framework that would assist the SMTs handle disruptive learner behaviour in order to enhance discipline and other educational goals of the school. This study suggested that the use of Critical Emancipatory Research (CER) and Participatory Action Research (PAR) conceptual and operational principles respectively, would create the space for the designing of a framework that would assist the SMTs handle the disruptive learner behaviour. Through the use of interviews (in a PAR discussion group), data was gathered, analyzed, interpreted and the framework designed based on the findings from a college in the Mangaung Metropolis of the Free State Province of South Africa. analyzed, interpreted and the framework designed based on the findings from a college in the Mangaung Metropolis of the Free State Province of South Africa.
Autorenporträt
Dr. Etonge Ndeley Sam was born 18th September 1977 in Tiko SW of Cameroon. He holds Bachelor in Geography/Education, Masters in Education & Theology and Doctorate in Education. He has published articles and books in Theology and Education. For a decade he has Pastored, taught and administered institutions in Cameroon. He's married and fathers four.
Herstellerkennzeichnung:
OmniScriptum SRL
Str. Armeneasca 28/1, office 1
2012 Chisinau
MD
E-Mail: info@omniscriptum.com
