Protestor violence at public schools: principals' experiences

Abstract

Tshilidzi (2014:1394) concluded that, “schools have inadvertently become territories prone to crime and violence and this represents a threat to the successful achievement of educational goals”. Other studies confirm that teachers and principals are the victims of violence in schools (Coetzee & Steyn, 2017:29). Although there has been considerable research on violence in school, as yet, there is scant research on principals’ experiences of protestor violence in school settings. This research was, therefore, undertaken to fill the need for further research regarding protestor violence at schools as experienced by principals. A qualitative research design underpinned by a phenomenological approach situated in an interpretivist paradigm was employed in this research study. It set out to explore, understand, describe and explain principals’ experiences protestor violence at public schools. The sample consisted of school principals from public schools who were purposefully selected. They voluntarily took part in individual semi-structured interviews. Data analysis used the six-phase approach to thematic analysis that Braun and Clarke (2012) advocate. The following main themes emerged and reflect principals’ experiences: Theme 1: Principals experience brutal disruption of teaching and learning; Theme 2: Principals experience a need for collaboration with various stakeholders; and Theme 3: Principals’ own suggestions to support principals with dealing with protestors. Due attention was paid to ethical considerations and every effort was made to ensure that the qualitative research was trustworthy. This study found that protestor violence is prevalent in South African public schools, especially those located in rural areas and townships. The reasons for the escalating violence during protests at public schools are predominantly related to social issues rather than school related issues. School safety is a matter of great concern when protestor violence is intentionally directed at public schools to attract the attention of the relevant authorities. We need to address this undesirable and negative behaviour during protestor violence as it violates human rights, disrupts education process, affects schools’ performance and finances, and threatens school safety. If schools, communities and the Department of Education do not address this issue of protestor violence at public schools, more public schools could experience high failure rates, poor learner enrolment, and underperformance. Certain schools would also be considered unsafe by learners’ parents or the community at large. If protestors consider public schools as effective places of protest, protestor violence, disruptions, and ill-disciplined schools may become entrenched.