Redefining the role of educators in managing the needs of orphaned learners

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dc.contributor.advisor Ebersohn, L. (Liesel) en
dc.contributor.advisor Nieuwenhuis, F.J. en
dc.contributor.postgraduate Ogina, Teresa Auma
dc.date.accessioned 2013-09-06T18:33:34Z
dc.date.available 2008-07-03 en
dc.date.available 2013-09-06T18:33:34Z
dc.date.created 2008-04-10 en
dc.date.issued 2008-07-03 en
dc.date.submitted 2008-05-20 en
dc.description Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2008. en
dc.description.abstract This study investigated the way in which educators identified and managed the needs of the orphaned learners they encountered in their situation as educators in a school setting. The sample in the study consisted of a total of 12-orphaned learners and 8 educators from one primary and one secondary school in the rural part of Mpumalanga Province in South Africa. Data on how orphaned learners viewed their situation were collected using draw-and-write strategy and observation followed by in-depth interviews and follow-up interview questions. The aim of interviewing the orphans themselves was to explore their own views of the realities of their lived experiences of orphanhood and their expectations of the world around them. Data on how educators identified and responded to the needs of the orphaned learners were collected using in-depth interviews and follow up interview questions. The experiences of the orphaned learners interviewed indicate a need for social and emotional support besides the obvious material need. Two distinct identities (among the educators themselves) emerged from the interviews with these educators: <ul><li>There were educators who responded positively by providing support to the orphaned learners.</li> <li>And there were educators who responded by referring the orphaned learners to the educators who help orphaned learners.</ul> The findings of the study revealed that internal motivational factors had a strong influence on the choices these educators made in responding to the needs of the orphans; and lack of knowledge and skills in identifying and responding to the orphans’ emotional needs could have a negative impact on educator response. The findings also showed that the level of interaction and involvement in a relationship with the orphans determined the way the educators identified and responded to these orphans’ needs. The study suggest the need for training educators to be in a position to provide care and build relationships, as a means of helping fulfill the social and emotional needs of these learners. en
dc.description.availability unrestricted en
dc.description.department Education Management and Policy Studies en
dc.identifier.citation a en
dc.identifier.other 2007 en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-05202008-174923/ en
dc.identifier.uri http://hdl.handle.net/2263/24837
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © University of Pretoria 20 en
dc.subject Orphaned learners en
dc.subject Grieving process en
dc.subject Needs en
dc.subject Empathy en
dc.subject Pastoral care en
dc.subject Parents' role en
dc.subject Educators’ role en
dc.subject Responsibility en
dc.subject Relationships en
dc.subject Behaviour en
dc.subject UCTD en_US
dc.title Redefining the role of educators in managing the needs of orphaned learners en
dc.type Thesis en


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