https://ir.unisa.ac.za/handle/10500/4677 2026-07-08T12:32:35Z 2026-07-08T12:32:35Z Ayinde, Abosede Hellen https://ir.unisa.ac.za/handle/10500/32418 2026-06-23T11:50:35Z 2025-11-30T00:00:00Z

An investigation into the attitudes of parents and teachers on reporting child abuse in Nigeria Ayinde, Abosede Hellen Child abuse represents a significant threat to the safety and well-being of school-aged children globally, particularly in Nigeria, where impoverished children face pervasive insecurity. Often subjected to maltreatment without the prospect of intervention, these children endure severe psychological consequences until external observers intervene. The purpose of this research is to investigate the attitudes of parents and teachers on reporting child abuse cases in South-West Nigerian primary schools. A mixed-method research approach was adopted, combining quantitative and qualitative survey methods. This method is suitable for getting open-ended (qualitative) and closed-ended (quantitative) data to answer research questions or test hypotheses. Ubuntu theory serves as the theoretical framework. The sample for this study comprised 225 respondents: 25 parents selected by school heads and 200 teachers from selected primary schools in Ekiti State. A multistage sampling procedure was used to select the study sample. The data for the study were analysed using descriptive and inferential statistics. The descriptive statistics include frequency counts and percentage scores, as well as mean and standard deviation, while the inferential statistics will be based on Pearson Product-Moment Correlation. The qualitative survey method, which uses a semi-structured interview guide, recordings, and notes, was analysed using content analysis. This research indicates that a majority of educators in South-West Nigeria demonstrate adverse attitudes toward the reporting of child maltreatment in primary educational settings. Educators are often disinclined to report suspected instances of abuse, primarily due to concerns about possible reprisals from families or communities and the risk of harm to the child involved. Additionally, they frequently encounter emotional distress when contemplating the act of reporting child abuse. The hesitance among teachers to disclose instances of abuse is rooted in apprehensions about the potential separation of the child from their family, the threat of legal action, and the inherently sensitive nature of such disclosures. The findings reveal that a significant number of educators tend to ignore the long-term ramifications associated with the failure to report child abuse. There were no notable gender disparities in educators' attitudes toward the reporting of child abuse in South-West Nigeria. The training and awareness of parents are crucial components in the fight against child maltreatment, as highlighted in this research. Consequently, governmental bodies in the South-West Nigerian regions ought to establish ongoing educational initiatives for parents and teachers that encompass subjects such as identifying indicators of abuse, comprehending the ramifications of maltreatment, and understanding legal responsibilities and procedures for reporting incidents. These initiatives should be delivered in a manner that is linguistically and contextually appropriate for the parent and teacher demographic.

2025-11-30T00:00:00Z Chigerwe, Wilfred https://ir.unisa.ac.za/handle/10500/30575 2024-06-15T16:29:51Z 2023-01-31T00:00:00Z

Towards interdisciplinarity in teacher education : demystifying hegemonic social factors influencing fragmented use of knowledge by student teachers in Zimbabwe Chigerwe, Wilfred This study was conducted to explore the social causes of the use of knowledge in fragmented form by student-teachers in Zimbabwe’s Midlands Province so as to find ways to promote interdisciplinarity in the use of course disciplines’ knowledge. Literature related to the theoretical framework, disciplinarily, interdisciplinarity and theory-practice in Zimbabwe and globally was reviewed. The study was guided by Antonio Gramsci’s cultural hegemony theory that posits that domination is maintained through cultural means transmitted as the norm through social institutions such as education. The transmission enables the powerful to strongly influence the values, norms, ideas, expectations, worldviews, and behaviours of the rest of society, including knowledge fragmentation. The study was conducted at three teacher training colleges, and was informed by the critical theory paradigm, adopting the qualitative approach and case study design involving 90 participants purposively sampled as the critical case. Interview, document analysis and observation methods and their attendant instruments were employed to generate data. The data generated was manually and thematically analysed and findings confirmed the benefits of interdisciplinarity to students though disciplinarity reigned, driven by dominant powerful subjects that thrived on knowledge categorisation which led to animosity between disciplines and members as disciplinary tribes and territories. Solutions proposed as ways to help students to embrace interdisciplinarity included team-teaching, advocacy and engaging resource persons among others. For these ways to succeed, putting in place policies to promote interdisciplinarity and harmonisation of disciplines was recommended together with institutional effort to capacitate lecturers and transform curricula towards interdisciplinarity.

2023-01-31T00:00:00Z McKinnon, June https://ir.unisa.ac.za/handle/10500/18193 2018-11-17T13:05:07Z 1995-11-01T00:00:00Z

Women's Christian temperance union : aspects of early feminism in the Cape, 1889 to 1930 McKinnon, June

1995-11-01T00:00:00Z Lotz, Jan Willem https://ir.unisa.ac.za/handle/10500/17237 2018-11-17T13:05:29Z 1995-09-01T00:00:00Z

Invloed van stres op die akademiese prestasie van die volwassene-leerder : 'n orto-andragogiese studie Lotz, Jan Willem Stress is a complex and multi-dimensional phenomenon of which topical significance is given at present. The aim of this study was to focus on the influence of stress on academic performance of the young student. First, a comprehensive study of the literature was undertaken in order to arrive at an understanding of the foregoing. An overview of the nature, etiology and manifestation of stress, as well as how it is coped with, is offered. Special attention was devoted to factors that cause the young student to experience distress. In addition the way in which the personal actualisation of the young student occurs, was researched. From the research it appeared that owing to, among other things, the experiencing of distress and inadequate personal actualisation, some young students are in a situation involving need, which requires urgent and essential ortho-andragogic guidance. Consequently, the ortho-andragogic responsibility of rendering aid within the context of tertiary training was addressed. Lastly, an empirical investigation of the correlation between distress and particularised academically oriented issues was launched. Based on the findings and conclusions arrived at during the course of the study and investigations, recommendations have been made for future research.; Stres is 'n komplekse en veelvlakkige fenomeen wat in die huidige tydsgewrig van aktuele belang beskou word. Die doel van die studie is om die fokus te laat val op die invloed van stres op die akademiese prestasie van die jeugdige student. Ten einde tot begrip van die voorgaande te kom, is daar in eerste instansie 'n omvattende literatuurstudie onderneem. 'n Oorsig is gebied ten opsigte van die aard, etiologie, manifestering en bantering van stres. In die besonder is gelet op faktore wat aanleiding tot distresbelewing by die jeugdige student gee. Benewens die voorgaande, is die wyse waarop die persoonsvoltrekking van die jeugdige student geskied, nagevors. Uit die navorsing het dit geblyk dat sommige jeugdige studente vanwee onder meer distresbelewing en ontoereikende persoonsvoltrekking, in 'n noodsituasie verkeer, wat orto-andragogiese begeleiding noodsaaklik maak. Gevolglik is 'n blik op die orto-andragogiese aanspreeklikheid vir hulpverlening binne tersiere opleidingsverband gewerp. In laaste instansie is 'n empiriese ondersoek na die korrelasie tussen stres en verbesonderde akademiesgeorienteerde aangeleenthede geloods. Na aanleiding van die bevindinge en gevolgtrekkings waartoe daar in die loop van die studie en ondersoek gekom is, ls aanbevelings vir toekomstige navorsing gedoen. Summaries in Afrikaans and English; Text in Afrikaans

1995-09-01T00:00:00Z