Cálculo del caudal de aire de extracción y del

An issue of concern is that the greatest ‘effect’ on learner performance remains outside schools. In learners’ home backgrounds and their social conditions lie key influences (Christie, et al., 2007). This concern is dealt with in the case study school through the influence of teachers to ensure that learners achieve success. The greatest influence that teachers have upon learners is in relation to how they manage their classrooms. This is supported by studies by MacBeath and Mortimore (2001) and Townsend (2001). What happens in the classroom contributes to the effectiveness of the school as a whole: the field within Bourdieu’s theory or the environment within systems theory plays an integral role in achieving effectiveness. According to Ahrweiler (2011), the environment dictates the system both inside and outside the organisation as it assists in understanding and anticipating consequences of decisions concerning the system.

5.2.4.1 Discipline

Discipline is a contributory factor to a positive learning environment (Bear, 2010). From the findings, it is evident that discipline is maintained in the classroom by teachers. This is supported by parents. This contributes to a positive learning environment for learners. Discipline extends beyond the classroom at the school as indicated in the findings: teachers ensure that there is discipline on the playground as well as ensuring that learners are punctual for school. This is indicated by the principal stating that, in order for quality learning and teaching to take place, there needs to be order and discipline.

Discipline was identified by nearly half of teacher respondents as a major issue. One respondent reported that she regarded discipline as a problem: learners are not cooperative. This disturbs teaching and retards effective learning. I associated the one response of classroom management with discipline: the teacher indicated that she struggled with classroom management due to the variety of different personalities of learners. Respondents reiterated that there was a lack of discipline which obstructed their teaching abilities. One of the respondents explained that dealing with learners who display different temperaments gives rise to behavioural problems in the classroom. A respondent associated lack of discipline with some of the learners’ background with specific reference to poverty as the reason for misbehaviour. The discipline issue stretches beyond the classroom and falls within the category of social ills in the community, which is discussed in Section 5.3.5.2

Analysis of the findings shows that parents provide support to the school in the form of ensuring that discipline is maintained. The SMT indicated that they can rely on the support of parents when it comes to the discipline of learners. Parents come to the school when required to impose discipline and when requested for general matters. This shows learners that their parents are interested in what they are doing. Parents were informed by the principal as to what one of their major roles is:

… It is your responsibility to make sure that your child is at school and on time, in full uniform and we expect you to instil in your child the

98

values of respect for the school and for the rules of the school and so on.

Findings reflected positive aspects on discipline, however, correcting of misbehaviour was revealed as a challenge in the analysis. It was a challenge as teachers often had to resort to seeking advice from the SMT or contacting parents for support in dealing with discipline issues. When asked what type of support is provided by a school management team, teachers had a variety of responses. Respondents indicated that the SMT provided support in terms of implementing discipline at the school. Support was in the form of advice in dealing with behavioural problems of learners. Another respondent stated that they could refer disciplinary matters to the SMT to deal with. One respondent reported that the SMT had procedures and measures in place to assist with discipline. When asked to give examples, he indicated duties such as ground duties and relief rosters. The co-ordinated approach of the SMT assists in creating a habitus conducive to effective learning and teaching as well as creating a safe environment. An issue of concern is whether the school’s code of conduct is effectively implemented in addressing discipline. The effective implementation of the code of conduct would promote self-discipline among learners.

The issue of discipline is again associated with habitus of learners. However, it now influences the habitus of the teachers. They become aware of how to deal with it or adapt accordingly. The background of teachers influences the behaviour of learners. Teachers instil values of respect in learners. The influence results in the creation of a new habitus for learners. Their behaviours now adapt to the school’s requirements. The support of parents in terms of discipline relates to the habitus which is reinforced when called upon by the school.

5.2.4.2 Learner motivation

Motivation is something that energizes, directs and maintains a particular type of behaviour. In the school environment, with specific reference to learners, it directs learners and keeps them focussed on the objective of achieving success. Learners’ motivation is reflected in their personal investment and in

cognitive, emotional, and behavioural participation in school activities (Fredricks, Blumenfeld, and Paris, 2004; Reeve, 2006).

From the findings it was deduced that motivation of learners influences their quest for achieving success. Due to the high levels of poverty in the community, teachers assume a role of guardian over many learners. Learners identify which teachers they find approachable and whom the learners think they can relate to. It was revealed in interviews that there are cases where learners are living with teachers due to the learners’ circumstances at home. The deputy principal indicated that, while teaching in a disadvantaged community, it would generally be expected to assume a supportive role as a teacher. It was indicated in interviews with HoDs that all teachers at the school can relate to the learners: nobody comes from an affluent background. Therefore teachers encourage learners to achieve success. This has a direct effect on learners’ self-esteem. Longitudinally, it would uplift the community and possibly break the cycle of poverty within the community. This could be interpreted as a cross-field factor contributing to school effectiveness.

5.2.4.3 Support by teachers

Findings of interviews with segments of the SMT corroborate each other: the social backgrounds of teachers influence the learners. This has to do with support provided by teachers. Teachers are prepared to sacrifice their time after school to assist and monitor learners while they work at school. In the findings it was revealed that the school building is made available for learners to work and study after school hours. This can be associated with which resources or infrastructures are available at home. The disadvantaged community in which the school is situated consists mostly of one-bedroom homes where learners lack appropriate space for homework or study. The principal indicated in his interview that one has to be passionate about helping others at this school.

The principal reported that the school’s social responsibility goes beyond providing an education:

100

…because we just love the community, we want to upgrade the community and serve as good role models for our learners…

The school does extra in terms of ensuring that learners are fed through the feeding scheme: it provides meals for learners in the morning as well as the afternoon. The feeding scheme is funded through the WCED. The school secures further funds through NGO’s in order to provide additional meals. This could be regarded as a factor contributing to the academic success of the school. Due to the poverty levels in the community, learners come to school hungry. The feeding scheme could be regarded as an attractive reason to attend school. The feeding scheme kitchen is run by parents from the community who assist in preparing meals at the school. Within this theme, cross-field factors contribute to school effectiveness in that teachers influence learners: thereby increasing learner’s cultural capital through education.

5.2.4.4 Diverse cultures

Another aspect which is considered within social influence is sensitivity to diverse cultures dispersed across the community and in the school. From the findings, it was indicated that there needs to be an awareness of different cultural backgrounds. Different cultures in the school include Xhosa, Sotho, Coloureds, Indian and foreign nationals. This is, however, not limited to learners only: teachers at the school represent different cultures, black, coloured, Indian, white and foreign. Teachers provide positive moral value support in ensuring that learners do not become marginalised based on their cultural backgrounds. Teachers encourage learners to retain their cultural identity. There is a strong need to ensure that mother-tongue instruction is provided for most subjects.

Data collected from teachers identified diverse cultures in the school and the community as a challenge. Teachers highlighted aspects of language barriers and cultural differences. Different home languages spoken in the school include Afrikaans, English, French, isiXhosa and Sotho. Respondents reported that it was a challenge to learn the different cultures of the learners as well as the diversity of their colleagues. Language barriers are closely associated with different cultures.

Social policies of the school contribute to the personal development of learners and teachers. The policies create an environment in which people know that they are cared for and that there is support for them. From the analysis, it can be deduced that, although the school and learners are in a disadvantaged community, it does not mean that the world ends there. Learners are taken on excursions to expose them to different cultures and circumstances.

The cultural capital gained from diverse cultures is considerable. The social capital is increased with the association of other cultures within the field of the school. The field exposes learners to a multicultural environment which develops them in becoming more tolerant of difference.