Skoolfase/Leerderouderdom as Faktor in Leerderdissipline in Suid-Afrikaanse Skole

Authors

  • C. C. Wolhuter, Prof. North-West University, South Africa
  • I. J. Oosthuizen, Prof. North-West University, South Africa
  • J. G. van Staden, Prof. University of the Free State, South Africa

Abstract

The aim of this article is to investigate the interrelationships between learner age/phase and learner discipline problems. A sample of 271 educators in three provinces completed a questionnaire on learner discipline in their classes. With respect to each of the four school phases: foundation phase, intermediate phase, senior phase and further education and training phase, the state of the discipline, typical forms of learner discipline problems, as well as to maintain discipline used by educators, and the efficiency of these methods were determined. Piagets model of cognitive development, Erikson’s model of psychosocial development, and Kohlberg’s model of moral development were used as theoretical framework to interpret these results. Based on this analysis as well as one from a Christianpedagogic- normative perspective some recommendations are made in order to improve the learner discipline situation in South African schools.

Published

2010-04-30

How to Cite

Wolhuter, C. C., Oosthuizen, I. J., & van Staden, J. G. (2010). Skoolfase/Leerderouderdom as Faktor in Leerderdissipline in Suid-Afrikaanse Skole. Tydskrif Vir Christelike Wetenskap | Journal for Christian Scholarship, (1), 169-186. Retrieved from https://pubs.ufs.ac.za/index.php/tcw/article/view/238

Issue

No. 1 (2010): Special edition

Section

Artikels | Articles

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