Teacher and learners’ belief in a just world and perspectives of discipline of Grade 4 - 8 learners in South African schools

dc.contributor.authorHuman-Vogel, Salome
dc.contributor.authorMorkel, Jacqueline
dc.contributor.emailsalome.humanvogel@up.ac.zaen_ZA
dc.date.accessioned2017-02-01T09:35:55Z
dc.date.issued2017-01
dc.description.abstractIn the present study, we examine the personal belief in a just world (PBJW) for teachers and learners in predominantly Afrikaans-speaking South African schools, and the relationship between teachers’ PBJW and their perception of problem behaviour in the classroom. The study is informed by national debates of school violence in South African schools, and international debates on zero-tolerance policies to address school violence. Our findings suggest that teachers’ PBJW predicts their perception of problem behaviour in classroom behaviour in four areas, namely challenging authority, disrespecting rules and authority and teacher negativity. Teachers with a strong PBJW were more likely to view classroom behaviours as problematic. Children generally reported that their teachers were fair and just and liked them. However, boys were more likely to have experienced trouble with their teachers and to view them as unfair and unjust. We discuss the significance of the findings in terms of school violence and also mention gendered interpretations to school violence.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.embargo2018-06-08
dc.description.librarianhb2017en_ZA
dc.description.librarian2025dzm
dc.description.urihttp://www.tandfonline.com/loi/ceds20en_ZA
dc.identifier.citationSalomé Human-Vogel & Jorina Morkel (2017) Teacher and learners’ belief in a just world and perspectives of discipline of Grade 4 - 8 learners in South African schools, Educational Studies, 43:3, 343-353, DOI: 10.1080/03055698.2016.1277136.en_ZA
dc.identifier.issn0305-5698 (print)
dc.identifier.issn1465-3400 (online)
dc.identifier.other10.1080/03055698.2016.1277136
dc.identifier.urihttp://hdl.handle.net/2263/58782
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© Taylor and Francis. This is an electronic version of an article published in Educational Studies, vol. 43, no. 3, pp. 343-353, 2017. doi : 10.1080/03055698.2016.1277136. Educational Studies is available online at : http://www.tandfonline.comloi/ceds20.en_ZA
dc.subjectSchool violenceen_ZA
dc.subjectDisciplineen_ZA
dc.subjectPersonal belief in a just worlden_ZA
dc.subjectClassroom behaviouren_ZA
dc.subjectFairnessen_ZA
dc.subjectPersonal belief in a just world (PBJW)en_ZA
dc.subjectSouth African schoolsen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.subject.otherEducation articles SDG-16
dc.subject.otherSDG-16: Peace, justice and strong institutions
dc.titleTeacher and learners’ belief in a just world and perspectives of discipline of Grade 4 - 8 learners in South African schoolsen_ZA
dc.typePostprint Articleen_ZA

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