The Unprofessional Conduct of Educators in South African Secondary Schools and the Escalation of Violence

T Netshitangani


This article is based on a qualitative study that was conducted in South African schools to obtain insight into the prevalence of violence in schools. The study was based on the perceptions and experiences of teachers, learners, principals, support staff and School Governing Bodies (SGB). Semi-structured interviews, focus group interviews and observations were used to collect data. The study also employed ‘quantitative’ research methodology; therefore, questionnaires were administered in six provinces in South Africa. The study revealed that the unprofessional conduct of teachers; teacher absenteeism; nonattendance of classes; and unpunctuality contribute to violence. The study also showed evidence of unrealistic expectations of teachers who do not take the individual needs of learners into account. The findings further indicated that schools that are not well-managed are likely to experience more violence. This article recommends the improvement of management, school effectiveness and professional conduct of teachers in South African schools. Furthermore, teacher training needs to be more challenging in order to produce professional teachers.

DOI: 10.5901/mjss.2014.v5n20p1840

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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