SciELO - Scientific Electronic Library Online

 
vol.33 número3General and special education teachers' relations within teamwork in inclusive education: socio-demographic characteristicsRural teachers' views: What are gender-based challenges facing Free Primary Education in Lesotho? índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • En proceso de indezaciónSimilares en Google

Compartir


South African Journal of Education

versión On-line ISSN 2076-3433

Resumen

BOTHA, Johan; MYBURGH, Chris  y  POGGENPOEL, Marie. Male teachers' experiences of own aggression. S. Afr. j. educ. [online]. 2013, vol.33, n.3, pp. 00-00. ISSN 2076-3433.

We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers' own aggression in the Gert Sibande district in Mpumalangaprovince. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by means of an open coding systematic process in order to establish the themes and categories that describe male teachers' experiences of own aggression. Results show that the participants in this sample experience their own aggression in a variety of ways. It appears they primarily experience a loss of power and control that gives rise to aggression. Significantly, participants are aware that they need guidelines to enable them to cope with their aggression. Although there are aggression theories that support and provide an understanding of aggressive behaviour, Transformative Learning Theory seems to offer the best way of bringing about transformative change in individual behaviour, as it raises consciousness and an understanding of the self through self-reflection.

Palabras clave : aggression; male teachers; own experience of aggression; teacher experience.

        · texto en Inglés     · Inglés ( pdf )