The dynamics of child vulnerability in a selected South African primary school: focus on leadership and management.
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Date
2021
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Abstract
Educators and school managers provide key insights on child vulnerability which are derived
from their experiences in the school setting. A more robust understanding of the phenomenon
of child vulnerability is necessary to direct school-based intervention and to achieve quality
education.
Bronfenbrenner’s Bio-ecological Systems’ Theory (1979), Abraham Maslow’s Theory of
Human Motivation which outlines The Hierarchy of Human Needs (Maslow, 1943), and the
Transformational Leadership Model (Burns, 1978) provided a lens to understand the nature
and extent of child vulnerability, how it manifested in the school, why it is understood and
experienced in the way that it is and what can be learnt from this.
The study employed a qualitative, interpretive approach, adopting a single case-study in its
methodology. Ethical principles were observed throughout the data-generation process.
Trustworthiness of findings was ensured since data was generated through semi-structured,
individual face-to-face interviews and two focus-group discussions. Seventeen participants
comprising Level one educators, School Based Support Team and School Management Team
members were included. Research was conducted in one public primary school in KwaZulu-
Natal. Data was analysed and arranged thematically.
Insights gained from this study reflect the complexity of the phenomenon of child vulnerability.
The South African education system is undergirded by a strong legislative framework, yet
fraught with systemic challenges reflecting deficiencies at multiple levels and a lack of
collaboration between schools and communities. The quality of education remains poor despite
improved access. Challenges that emerged were primarily attributed by educators to
unfavourable circumstances within the home. Overwhelmed educators expressed frustration at
the lack of support and the circumstances they face. School-based contributors to vulnerability
are often overlooked yet are significant.
A transformational leadership approach to achieve quality education is required to improve
educator role perception and facilitate capacitation of educators to address vulnerability in the
school context. Universal staff capacitation for screening, identification, assessment and
support of vulnerable learners is necessary to achieve inclusive education. Close school
community collaboration to confront harrowing realities inflicted by poverty and deprivation
facing children is needed. Finally, this study suggested that school-community collaboration at
multiple levels is imperative to address child vulnerability for any intervention to be effective,
transformative and sustainable.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.