https://ir.unisa.ac.za/handle/10500/6420 2026-05-14T09:12:54Z https://ir.unisa.ac.za/handle/10500/32287 Unveiling the shadows : an in-depth examination of bullying among secondary school learners in Gauteng East District, South Africa Motloung, Kamohelo Paulina Bullying is one of the most prevalent forms of peer-related violence during the school years and is commonly defined as a pattern of aggressive and intentional behaviour, perpetrated repeatedly over time against an individual who is unable to defend themselves. This behaviour is characterised by three key elements: repetition, deliberate intent to harm, and an imbalance of power, making bullying a systematic abuse of power among peers. Recognised as a complex and serious issue, this study examines the prevalence and various forms of bullying, the underlying reasons for its occurrence, and the duration over which it persists. It also explores the effects of bullying on perpetrators, victims, and bystanders, highlighting its multifaceted impact within the school environment. The intention of this study was also to explore how a poor school environment and culture contribute to bullying. A poor school environment refers to a learning context characterised by inadequate physical, social, and emotional conditions that undermine students’ well-being and contribute to negative behaviours such as bullying. In such environments, factors like overcrowded classrooms, lack of teacher supervision, insufficient resources, poor discipline management, and weak school leadership create conditions where bullying can thrive. When learners perceive their school as unsafe or disorganised, they are more likely to engage in or tolerate bullying as a means of asserting control or status. The responses in the interviews and interactions with participants gave light on the impact of school environment and culture on bullying in schools. The negative consequences of bullying on individuals, including depression, anxiety, and declining academic performance, were explored. The importance of identifying and preventing bullying through school-based programs and community efforts were highlighted, suggesting that these interventions may reduce bullying frequency and mitigate its negative effects. Against this background, the study was conducted with the purpose of exploring the experiences of teachers in dealing with bullying among learners. The researcher made use of Bronfenbrenner's ecological systems theory as the main theoretical framework underpinning the study and also as a theoretical lens with which experiences were probed and understood. In accordance with the qualitative nature of the study, the choice for the use of phenomenology was also used and supported by the fact that the study was located within the interpretive and social constructivism paradigms. In order to obtain data from reliable sources, a purposive sampling method was used to select the participants from the selected four schools. The researcher conducted semi-structured interviews with the 16 participants to gather data regarding bullying in these schools. The study found that bullying is shaped by a combination of personal factors (such as gender, socioeconomic background and physical attributes) and social dynamics, including peer pressure, social hierarchies and levels of social capital within the school. It further revealed that schools with negative climates, characterised by poor teacher-learner interactions, inadequate support and unsafe environments, experience higher levels of bullying, while positive, well-structured school environments show lower prevalence. Addressing bullying therefore requires holistic prevention and intervention strategies that include learner support, targeted programmes for victims and perpetrators, and active participation from parents and the wider community. The key recommendation is to increase awareness of bullying and offer training on the subject. There should be frequent training sessions for parents, educators, and students on how to recognise, prevent, and deal with bullying. Awareness campaigns encourage positive conduct and work to change perceptions about bullying.; Ngelixa leminyaka yokufunda ezikolweni, ukuntlontwa kwabafundi yayiyenye yezinto ezazenzeka nje lula, izinto ezinje ngobundlobongela koontanga njenezichazwa ngobundlongondlongo, izenzo ezicwangcisiwe ezenziwa ngabom liqela okanye umntu oyedwa. Ezi zenzoo ke zenziwa ngokuphindaphindwa ngabenzi bobibi kwixhoba elngenawo namandla okuzivikela. Iindlela ezintathu exixhaphakile ezithi zisetyenziswe ukuchaza ubundlondlongo zezi zikandelayo: uphindaphindo, Kwanza ngentloso nokungalingani ngamandla. Ngokwezimpawu zingentla, ukuntlontwa yindlela engeyiyo ecwangcisiweyo yokusetyenziswa kwamandla ziintanga. Ibonakala njenjeyona ngxaki enkulu yaye enganakwa. Koluphando ucalucalulo, iindlela ezahlukeneyo zokuntlontwa, kunye nonobangela wokuba zenzeke, kwakunye nobungakanani bexesha ezilithathayo , zixoxiwe zaze zaphononongwa. Ifuthe lokuntlonta kumntlonti, kkwixhoba lokuntlontwa nakumbukeli zezinye zezinto ezibalulekileyo eziphandiweyo kwesi sifundo. Injongo you phando bekukuhlolisisa ukuthi isimo esubucayi kwakunye nenkqubo esijongene nazo isikolo azinagalelo kusini na ekuntlontweni okanye ekuxhatshazweni kwabantwana. Iimpemdulo ezifumaneka kudliwano-ndlebe nakwintsebenzisawano nabathathe imxaxheba kwezi ndlela zikhankanywe mgasentla zichaphazela ubume kunye nezithethe ezilandelwa zizikolo. Iziphumo ezingalunganga kwintlondi okanye uxhatshazo kubantwana kuquka ukudamba, uvalo, ixhala,ukoyika kunye nokwehla lezinga lezifundo zomxhatshazwa ziphononongiwe. Ukubaluleka kokuchonga nokunqada okanye ukwehlisa izinga lwentlondi okanye ukuxhatshazwa lungenziwa ngokulandela imigomo eyenziwe zizikolo luncedisane neenzame zoluntu lukhnkanyiwe kolu phando. Mhlawumbe ezi nzame ix zinokulunciphisa okanye ukuthintela izinga loxhatshazo olwenzeka rhoqo. Olu phando lwenziwe ngenjongo yokuhlolisisa amava eetitshala ukuzama ukuhlangabezana okanye ukunqanda ukuntlontwa kwabantwsna. UMphandi usenzise iingcamango zikaBronfenbrenner ezibizwa ngokuba yi "ecological systems" njengeyona ngcamango isisakhelo ukugxininisa uphando ukuveza ukuba ngawaphi amava aphononongiwe ze aqondakala. Ukukhethwa kokusetyenziswa kwentwaso kungqine ukuba uphando lwenziwe ukutolika ukuhlanganyelana lungenzwanga lodwa luzimele geqe. Ukufumana u.nxibelelwano kumthombo onyanisekileyo, kuesytenziswe ukheto olunenjongo ukuchongwa kwabaza kuthatha inxaxneba kwizikol ezine. Kwizikolo ezine ezichongiweyo kwiGauteng East Disrict, ngabafundi abalishumi elinesithandathu abathathe inxaxheba kudliwano -ndldbe, iitatshala kuquka inqununu kunye nabazali (SGB) kunye nekomitii yokuqondisa izigwegwe. Iziphumo zophando zigxininise ekubalulekeni kokumisela isikolo ukuba sibe yindawo ekhuselekile apho abounding banokufunda ngokukhululekileyo. Kufuneka izikolo zimisele imigaqo-siseko eqotho, zincedisane noluntu ukwenza inkqubo eziluqilima emazilandelwe kugxilwe kakhulu kukhuseleko. Ezi ndawo ke zikhulisa intlonipho,ukwamnkeleka kwiintanga zakho, kootitshala, ezona mfanelo zamkelekileyo ukunqanda ukuntlontwa okanye ukuxhatshazwa. Eyona ngcebiso ibalulekileyo kukwandisa ukuqaphela kokuntlntwa nokufundiswa isfundo e singoxhatshazo. Kufuneka njalo kubekho iiseshoni zokufunsa abazali, iintitshaka kunye nabafundi ukuze bakwazi ukubabona nokuthi bangabanqanda okanye bangazikhusela kule ntlonti. Amaphulo okuqonda nokuqaphelisisa anika umdla wokuziphatha ngendlela eyamkelekileyo nokusebenzela ukutshintsha iingamango nokuxhatshazwa okanye ukuntlontwa.; Dilemong tsa ho kena sekolo, tlhoriso ke e nngwe ya mekgwa e atileng ho dithaka e le tsela e pepenene ya ho bontsha boqhobane ebile e ka hlaloswang e le ‘leqhoko, e tletse maikemisetso a diketso tse etswang kgafetsa ke motho ya itseng kapa lemulwana, tse lebisitsweng mothong ya sa tsebeng ho itwanela tlhorisong eo’. A mararo makgetha a ikgethang ho ka hlalosa boitshwaro ba ho hlorisa: (1) phetapheto, (2) maikemisetso le (3) matla a sa lekaneng. Ha o sheba matshwao ana, ho a utlwahala hore tlhoriso ke tshebediso ya matla ke dithaka ka tsela e fosahetseng. Re nka tlhoriso e le bothata bo rarahaneng bo bileng bo tebile. Diphuputsong tsena re lekola ho ata le mekga e fapafapaneng ya tlhoriso, esita le bolelele ba nako eo e etsahalang ka yona. Ditlamorao tsa tlhoriso ho mohlorisi, mohloriswa le moshebelli wa tlhoriso re ba nka e le batho ba bohlokwa mme dipatlisiso tsena di kenyeleditse bao bohle. Tsepamo ya dipatlisiso tsena e boetse e le ho lekola kamoo tikoloho ya dikolo tse nang le botjhaba bo fokolang di ka bang le seabo sa tlhoriso kateng. Dikarabo tse hlahisitsweng ke dipuisano le ba ithaopileng ho sebedisana le dipatlisiso tsena di fane ka lesedi la tshusumetso ya tlhoriso dikolong. Ditlamorao tse bosula ho mahlatsipa, tse kenyelletsang ho sithabela maikutlo, ho tshoha difotle le tshebetso e yang e ntse e fokola dithutong, di lekotswe. Bohlokwa ba ho hlwaya le ho thibela tlhoriso ka mananeo a thakgotsweng dikolong, di bataladitswe, ho etsetsa hore re bone hore di ka thusa jwang ho fokotsa tlhoriso le ditlamorao tse bosula. Ka boitshetleho bo boletsweng, dipatlisiso di entswe ho lekola malebela a matitjhere moo a lekang ho tobana le tlhoriso ho baithuti. Mofuputsi o sebedisitse theori ya Bronfenbrenner ya disesteme tsa tikoloho e le yona xi mokokotlo wa dipatlisiso mme e le leihlo le sefang dipatlisiso ho fihlela di ba di utlwisiseha. Kgetho ya tshebediso ya tsela ya diphuputso e sa nkeng lehlakore le yona e sebedisitswe ka tsela ya ho toloka dipharadaeme tsa dintho tse etsahalang bophelong. Tsela ya ho fuputsa ditaba mehloding e tshepahalang e lebisitse ho re mofuputsi a sebedise sampole e tjhorileng (purposive sampling) ho kgetha baithaopi/bankakarolo ba tla ba le seabo ho tloha dikolong tse nne. Bankakarolo ba leshome le metso e tsheletseng ho tswa dikolong tse nne tse hlwailweng Seterekeng sa Gauteng Botjhabela, ke bona ba bileng le seabo diphuputsong tsena. Dipuisano di entswe le matitjhere ao, a neng a akga mosuwehlooho, setho sa Sehlopha se lekolang Maphelo a Baithuti hammoho le Komiti e ikarabellang Maemong a Boitshwaro bo Hlephileng. Diphumano tsa dipatlisiso di hatella bohlokwa ba ho tsepamisa maemo a lokileng dikolong, a kenelletsang maano a hlakileng, tshehetso e matla ho tswa setjhabeng, maemo a tshebetso a topileng malebana le polokeho. Ditikoloho tsa mofuta ona di tsitlallela maemo a tlhomphano le tshehetsano dipakeng tsa baithuti le matitjhere le makgetha a hlokolosi a ho thibela le ho laola diketsahalo tsa tlhoriso. Kgothaletso e ka sehloohong ke ho eketsa kelohloko ya tlhoriso le ho kwetlisa batho mabapi le yona. Ho lokela ho be le dinako tsa boikwetliso tse etsahalang kgafetsa tse lebiswang ho batswadi, matitjhere le baithuti e le ho ba elelliswa tseo ba ka di etsang ho thibela le ho tobana le maemo a tlhoriso. Matsholo a kelohloko a ka thusa ho fetola dikakanyo tse amanang le tlhoriso. Abstract in English, Xhosa and Sesotho 2025-07-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/32115 Culture shock, educating higher learning second language learners: a critical investigation Rice, Shaune Fitzpatrick The 21st century has witnessed a global spike in sojourners’ movement for education. Whether international or Indigenous students, moving to study in Canada, both will feel the effects of a phenomenon known as culture shock. In various layers of depthless, weather, food, etiquette, and ideologies are a few cultural elements that will hinder a student’s well-being (spiritual, emotional, physical, and intellectual). Some international and Indigenous students experience difficulties with learning shock which has many facets, but this particular study was interested in searching for pedagogies that would assist students, in a meaningful way, to overcome this educational shock. From a college and university, nested in a mid-sized populated northern city in Ontario, Canada, 12 tertiary students (nine female, three male) who were born in 11 different countries with 11 different mother tongue languages participated in this research study. In addition, these students had another obstacle to endure and that is English was their second language. A qualitative, phenomenological approach was practiced using a semi-structured interview plan (photo-storytelling) with five questions that included how they experienced culture shock in the classroom, how the natural environment assisted, the spiritual pull of the natural environment in assisting and recommendations on pedagogies that would assist in relieving pressure of culture shock. A reflexive thematic analysis (with hermeneutics) was used in locating codes and themes within the rich, experiential data (including photos). Themes revealed the realities of culture shock in the classroom and being relational including the spiritual connection with the natural environment assisted students with the healing process from culture shock. An academic door opened to the theory of Indigenousity and its connection to land and place base teaching methods; Die 21ste eeu het 'n wêreldwye styging in tydelike inwonders se beweging vir onderwys gesien. Of dit nou internasionale of inheemse studente is wat in Kanada gaan studeer, albei sal die gevolge voel van 'n verskynsel bekend as kultuurskok. In verskeie lae van diepteloosheid is die weersomstandighede, kos, etiket en ideologieë 'n paar kulturele elemente wat 'n student se welstand (geestelik, emosioneel, fisies en intellektueel) sal belemmer. Sommige internasionale en inheemse studente ervaar probleme met leerskok wat baie fasette het, maar hierdie spesifieke studie was geïnteresseerd in die soeke na pedagogieë wat studente op 'n sinvolle manier sou help om hierdie opvoedkundige skok te oorkom. 12 tersiêre studente (nege vroulik, drie manlik) van 'n kollege en universiteit in 'n middelgroot bevolkte noordelike stad in Ontario, Kanada, van 11 verskillende lande met 11 verskillende moedertaaltale het aan hierdie navorsingstudie deelgeneem. Boonop het hierdie studente nog 'n struikelblok gehad om te verduur en dit is dat Engels hul tweede taal was. 'n Kwalitatiewe, fenomenologiese benadering is beoefen deur gebruik te maak van 'n semi-gestruktureerde onderhoudsplan (foto-vertelling) met vyf vrae wat ingesluit het hoe hulle kultuurskok in die klaskamer ervaar het, hoe die natuurlike omgewing gehelp het, die geestelike aantrekkingskrag van die natuurlike omgewing in hulpverlening en aanbevelings op pedagogieë wat sal help om druk van kultuurskok te verlig. 'n Refleksiewe tematiese analise (met hermeneutiek) is gebruik om kodes en temas binne die ryk, ervaringsdata (insluitend foto's) op te spoor. Temas het die realiteite van kultuurskok in die klaskamer geopenbaar; en dat om relasioneel te wees, insluitend die geestelike verbintenis met die natuurlike omgewing, het studente gehelp met die genesingsproses van kultuurskok. 'n Akademiese deur het oopgegaan na die teorie van inheemsheid en die verband daarvan met grond- en plekbasisonderrigmetodes.; Le 21e siècle a été témoin d’une augmentation mondiale du mouvement des immigrants en quête d’éducation. Qu’ils soient internationaux ou autochtones, les étudiants qui viennent étudier au Canada ressentiront tous les effets d’un phénomène connu sous le nom de choc culturel. À divers niveaux de profondeur, la météo, la nourriture, l’étiquette et les idéologies sont quelques-uns des éléments culturels qui entraveront le bien-être d’un étudiant (spirituel, émotionnel, physique et intellectuel). Certains étudiants internationaux et autochtones éprouvent des difficultés à surmonter le choc de l’apprentissage, qui comporte de nombreuses facettes. Cette étude particulière visait à trouver des pédagogies qui aideraient les étudiants, de manière significative, à surmonter ce choc éducatif. Dans un collège et une université située dans une ville de taille moyenne du nord de l’Ontario, au Canada, 12 étudiants de niveau supérieur (neuf femmes et trois hommes) nés dans 11 pays différents et parlant 11 langues maternelles différentes ont participé à cette étude de recherche. De plus, ces étudiants avaient un autre obstacle à surmonter : l’anglais était leur deuxième langue. Une approche phénoménologique qualitative a été mise en oeuvre à l'aide d'un plan d'entretien semi-structuré (photo-récit) avec cinq questions portant notamment sur la manière dont les élèves ont vécu le choc culturel en classe, sur l'aide apportée par l'environnement naturel, sur l'attrait spirituel de l'environnement naturel et sur les recommandations sur les pédagogies qui pourraient aider à soulager la pression du choc culturel. Une analyse thématique réflexive (avec herméneutique) a été utilisée pour localiser les codes et les thèmes au sein des données expérientielles riches (y compris les photos). Les thèmes ont révélé les réalités du choc culturel en classe et le fait d'être relationnel, y compris la connexion spirituelle avec l'environnement naturel, a aidé les étudiants dans le processus de guérison du choc culturel. Une porte académique s'est ouverte sur la théorie de l'autochtonie et son lien avec les méthodes d'enseignement basées sur la terre et le lieu. Abstract in English, Afrikaans and French 2024-09-18T00:00:00Z https://ir.unisa.ac.za/handle/10500/30807 Bloom’s taxonomy for the digital age student in a rural African context Dlamini, Ntandokamezi; Akintolu, Morakinyo; LETSEKA, MOEKETSI Bloom’s Taxonomy serves as an important guide for teachers in building their student’s cognition from low to high order thinking. This taxonomy has been widely implemented in face-to-face settings worldwide. With the increased use of technology and blended and online learning on the rise, there is a need for teachers to warm up to digital learning. Teachers must be innovative in using technology to improve the quality of education and its delivery. Bloom’s Digital Taxonomy serves as an updated original Bloom’s Taxonomy for designing technology-rich instruction for quality outcomes. This qualitative study explores the use of technology and digital tools to facilitate student learning experiences and outcomes in the modern era. The secondary data collected and analyzed was gathered from existing sources of information. The study recommends that for teachers to be proficient and achieve the best outcomes and add incentives for the students, there is a need to follow the utilization of Bloom’s Digital Taxonomy and consolidate innovation, following the application will get students closer to accomplishing their learning objectives. Teachers need support to prevent forestall disdain and advancement weariness. To conclude the Bloom Digital Taxonomy is well practised in classrooms, and teachers can rest assured that the students they produce will make a difference in this world through the skills they have accumulated during their schooling years. 2022-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/30806 A Predicting Analysis of Academic Staff’s Motivation to Teach Online in a Nigerian University Ajani, Oluwatoyin A; Itasanmi, Sunday Abidemi; Ekpenyong , Violet; Akintolu, Morakinyo; Ajani, Oluwatoyin This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank. 2022-01-01T00:00:00Z