Adaptation to a denominational school environment : a case study of grade nine learners in a Catholic School

Abstract

Denominational schools possess varied environmental elements such as the school identity and culture, religious aspects, school policies and other variables in the school system. In light of these variables, learners who enrol at Loreto Convent Catholic School may experience the school’s academic and general school life. The study sought an in-depth understanding of how Grade 9 learners experienced adaptation at Loreto Convent Catholic School from the time they enrolled at Grade 8 level. An inquiry was undertaken by utilising a qualitative single case study approach. An interpretive paradigm underpinned the study with ontological and epistemological perspectives being examined with reference to the topic. Alongside, complex adaptive system theory was used as a lens to understand the non-linear complexities that exist in the Catholic school environment. Literature relating to the research purpose, research questions and understanding of denominational school environments were discussed in Chapter 2. In Chapter 3, data was collected by means of individual in-depth interviews from both Grade 9 learners and Grade 9 class teachers. Only girls were interviewed as the school is non-co-educational from Grades 8 to 12. Ten learners in Grade 9 and two Grade 9 class teachers were interviewed and shared their experiences on adaptation in the school. Their views were audio recorded, thereafter transcribed and interpreted to determine what their experiences were in adapting at Loreto Convent School. In the process, Tesch’s eight steps of the coding process were applied and three main themes were generated. Indications from the analysis were that Grade 9 learners experienced more challenges than opportunities in adapting to the school. Key findings of this study were that as learners attempted to adjust factors such as religious variations, culture shock, school discipline, peer influence, teacher to student relationships and other aspects, these had a direct bearing on experiences of adaptation. Recommendations were put forward to further explore the scope of issues of adaptation as experienced by the Grade 9 learners.