School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape
- Authors: Mahabeer, Pryah
- Date: 2008
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9532 , http://hdl.handle.net/10948/738 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Description: HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.
- Full Text:
- Date Issued: 2008
- Authors: Mahabeer, Pryah
- Date: 2008
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9532 , http://hdl.handle.net/10948/738 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , HIV (Viruses) -- Study and teaching (Secondary) -- South Africa , School principals -- South Africa -- Attitudes
- Description: HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.
- Full Text:
- Date Issued: 2008
A pre- and post-test study on the knowledge of grade 6 to 9 learners on HIV/AIDS and sexually transmitted infections
- Authors: Kuret, Teresa
- Date: 2005
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , Sexually transmitted diseases -- Study and reaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9853 , http://hdl.handle.net/10948/389 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , Sexually transmitted diseases -- Study and reaching (Secondary) -- South Africa
- Description: In 1981, a number of reports of death from immune system failure began to cause alarm in medical circles. The Human Immunodeficiency Virus (HIV) was identified as the cause of a condition known as Acquired Immune Deficiency Syndrome (AIDS). To date, there is no cure for AIDS, and as a result it is perceived as the deadliest medical condition of the century. While intensive research remains focused on development of a vaccine, there has been a strong move toward a more preventative approach that is holistic in nature, and encompasses behavioural and social components as being of equal importance. Going hand in hand with HIV/AIDS are Sexually Transmitted Infections (STIs). STIs are increasing around the world and in South Africa at a remarkable rate. Like HIV/AIDS, STIs are also transmitted during sex, more specifically through body contact during sex. Research has identified adolescents as a group that is particularly vulnerable to HIV and STI infection. Life-skills programmes use experiential learning to engage learners and are particularly popular because they empower individuals to make responsible, well thought out decisions based on well developed values and beliefs. There are however, various variables and agents that impact upon the success of HIV/AIDS and STI education. It is therefore suitable to adopt a biopsychosocial approach to underlie a HIV/AIDS and STI life-skills programme. Health models, such as the AIDS Risk Reduction Model, based on this approach should take into consideration important psychological variables to cope with changes in behaviour, as well as prepatory behaviours inclined towards preventing risky behaviour. The Ubuntu Education Fund is a non-government, international organisation that offered a life skills programme in HIV/AIDS, STIs, Rape and Child Abuse to learners in Grades 6 - 9. This study focused on HIV/AIDS and STIs. The sample size was 260 learners from the Nelson Mandela Metropolitan Region. A quasiexperimental one group pre-and post-test design was used to determine if there was a difference between the knowledge of these learners pre- and post- the life skills programme. The results of the study indicate that there was a small increase in knowledge after the life-skills programme intervention. In some schools there was even a decrease in knowledge. This study suggests that the life-skills programme was flawed and that it needs to be reviewed. The implications of these findings are discussed with suggestions for future interventions.
- Full Text:
- Date Issued: 2005
- Authors: Kuret, Teresa
- Date: 2005
- Subjects: AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , Sexually transmitted diseases -- Study and reaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9853 , http://hdl.handle.net/10948/389 , AIDS (Disease) -- Study and teaching (Secondary) -- South Africa , Sexually transmitted diseases -- Study and reaching (Secondary) -- South Africa
- Description: In 1981, a number of reports of death from immune system failure began to cause alarm in medical circles. The Human Immunodeficiency Virus (HIV) was identified as the cause of a condition known as Acquired Immune Deficiency Syndrome (AIDS). To date, there is no cure for AIDS, and as a result it is perceived as the deadliest medical condition of the century. While intensive research remains focused on development of a vaccine, there has been a strong move toward a more preventative approach that is holistic in nature, and encompasses behavioural and social components as being of equal importance. Going hand in hand with HIV/AIDS are Sexually Transmitted Infections (STIs). STIs are increasing around the world and in South Africa at a remarkable rate. Like HIV/AIDS, STIs are also transmitted during sex, more specifically through body contact during sex. Research has identified adolescents as a group that is particularly vulnerable to HIV and STI infection. Life-skills programmes use experiential learning to engage learners and are particularly popular because they empower individuals to make responsible, well thought out decisions based on well developed values and beliefs. There are however, various variables and agents that impact upon the success of HIV/AIDS and STI education. It is therefore suitable to adopt a biopsychosocial approach to underlie a HIV/AIDS and STI life-skills programme. Health models, such as the AIDS Risk Reduction Model, based on this approach should take into consideration important psychological variables to cope with changes in behaviour, as well as prepatory behaviours inclined towards preventing risky behaviour. The Ubuntu Education Fund is a non-government, international organisation that offered a life skills programme in HIV/AIDS, STIs, Rape and Child Abuse to learners in Grades 6 - 9. This study focused on HIV/AIDS and STIs. The sample size was 260 learners from the Nelson Mandela Metropolitan Region. A quasiexperimental one group pre-and post-test design was used to determine if there was a difference between the knowledge of these learners pre- and post- the life skills programme. The results of the study indicate that there was a small increase in knowledge after the life-skills programme intervention. In some schools there was even a decrease in knowledge. This study suggests that the life-skills programme was flawed and that it needs to be reviewed. The implications of these findings are discussed with suggestions for future interventions.
- Full Text:
- Date Issued: 2005
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