Gang-related Factors affecting Educator Morale on the Cape Flats, Western Cape: An empirical study...

Gang-related Factors affecting Educator Morale on Gang-related Factors affecting Educator Morale on the Cape Flats, Western Cape: An empirical studythe Cape Flats, Western Cape: An empirical study

Dr Karen Dos ReisDr Karen Dos Reis

Cape Peninsula University of Cape Peninsula University of TechnologyTechnology

BACKGROUNDBACKGROUND

Despite the Western Cape Education Despite the Western Cape Education Department’s implementation of Department’s implementation of the Safer the Safer Schools project in 2001 Schools project in 2001 to assist educators to assist educators working in gang-ridden communities, not working in gang-ridden communities, not enough is being done to eradicate the problems enough is being done to eradicate the problems caused by gangsterism which educators face in caused by gangsterism which educators face in their schools on a daily basis.their schools on a daily basis.

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There is a There is a lack of attention lack of attention on studies focusing on studies focusing on teachers’ morale in gang-violent on teachers’ morale in gang-violent communities. Therefore a need has arisen to communities. Therefore a need has arisen to research gang-related factors influencing research gang-related factors influencing educator morale.educator morale.

Aim of the studyAim of the study

ToTo examine the influence examine the influence of gangsterism on of gangsterism on morale of educators working in gang-ridden morale of educators working in gang-ridden communities on the Cape Flats.communities on the Cape Flats.

To To create an awareness create an awareness among education among education authorities. authorities.

Theoretical frameworkTheoretical framework

Houchard (2005) Houchard (2005) shows that for some shows that for some individuals work can be a great source of individuals work can be a great source of satisfaction, while for other individuals it can satisfaction, while for other individuals it can be a source of discomfort and unhappiness.be a source of discomfort and unhappiness. It It is therefore necessary to understand factors is therefore necessary to understand factors that may lead to satisfaction or dissatisfaction that may lead to satisfaction or dissatisfaction amongst employees. amongst employees.


Abraham Maslow developed a theory of developed a theory of personality that is used by a number of personality that is used by a number of different fields, including education. The different fields, including education. The theory describes many realities of personal theory describes many realities of personal experiences.experiences. Consistent with this theory is Consistent with this theory is Herzberg’s two factor theory Herzberg’s two factor theory – factors which – factors which affect individual performances are grouped affect individual performances are grouped into motivators and hygiene factors. into motivators and hygiene factors.


Maslow (1954)Maslow (1954) proposed proposed five basic needs five basic needs of humans of humans which emerge in a hierarchy of importance that which emerge in a hierarchy of importance that addresses the physiological, safety, social, esteem, addresses the physiological, safety, social, esteem, and self-actualisation needs of people. According to and self-actualisation needs of people. According to Maslow’s hierarchy of needs, lower needs affect Maslow’s hierarchy of needs, lower needs affect human behaviour only when they are unsatisfied. human behaviour only when they are unsatisfied. When they are satisfied, the person is free to pursue When they are satisfied, the person is free to pursue higher needs. Satisfying lower needs removes tension higher needs. Satisfying lower needs removes tension and gives the person peace and satisfaction. and gives the person peace and satisfaction.


Maslow’s liberal view that Maslow’s liberal view that poor and oppressed poor and oppressed people are prevented from functioning at people are prevented from functioning at higher levels because higher levels because poverty and oppression poverty and oppression force them to spend their time trying to satisfy force them to spend their time trying to satisfy physiological and safety needs, leaving them physiological and safety needs, leaving them no time or energy to no time or energy to develop self-respect or develop self-respect or their own potential.their own potential.


Sergiovanni (1967), Sergiovanni (1967), in his study of Herzberg’s in his study of Herzberg’s two factor theory, found morale to be two factor theory, found morale to be consistent with the motivation theory proposed consistent with the motivation theory proposed by Maslow. According to Herzberg work by Maslow. According to Herzberg work performance is affected by two groups of performance is affected by two groups of factors: motivators and hygiene factors. factors: motivators and hygiene factors.

Herzberg observed that job factors which Herzberg observed that job factors which resulted in satisfaction were directly related to resulted in satisfaction were directly related to the work itself (achievement, recognition, the work itself (achievement, recognition, work itself, responsibility and advancementwork itself, responsibility and advancement) .) .


GangsterismGangsterism is defined in numerous ways. In is defined in numerous ways. In his research, Standing (2005:10) asked several his research, Standing (2005:10) asked several people to define the term ‘gangsterism’. people to define the term ‘gangsterism’. According to him, gangsterism can be defined According to him, gangsterism can be defined as an “as an “anti-socialanti-social way of life that pitches way of life that pitches loyalty to the gang against loyalty to loyalty to the gang against loyalty to institutions of civilised society, such as the institutions of civilised society, such as the schoolschool, the , the familyfamily, the , the churchchurch and the and the justice justice systemsystem.”.”

Review of the LiteratureReview of the Literature

Reckson and Becker (2005:107) Reckson and Becker (2005:107) says that gang says that gang violence in South Africa and particularly in the violence in South Africa and particularly in the Western Cape remains a Western Cape remains a “compelling and “compelling and pervasive” problem. pervasive” problem.

NNationally, crime has assumed different features with ationally, crime has assumed different features with people dying in Natal as a result of political violence, people dying in Natal as a result of political violence, in the Eastern Cape because of taxi violence, in in the Eastern Cape because of taxi violence, in Gauteng because of robberies and hijacking and in Gauteng because of robberies and hijacking and in the the Western Cape because of gangsterismWestern Cape because of gangsterism ( (Kinnes Kinnes 1995:17). 1995:17).

Review of the LiteratureReview of the Literature

Hart et al. (2000:113) define Hart et al. (2000:113) define morale morale as the as the energy, energy, enthusiasm, team spirit and prideenthusiasm, team spirit and pride that teachers that teachers experience in their school.experience in their school.

MethodologyMethodology

This study used This study used qualitativequalitative methodology. methodology. Bogdan and Biklen (1998:5) say that Bogdan and Biklen (1998:5) say that

“qualitative researchers assume that human “qualitative researchers assume that human behaviour is significantly influenced by the behaviour is significantly influenced by the settingsetting in which it occurs, and whenever in which it occurs, and whenever possible, they go to that location”.possible, they go to that location”.


Unstructured interviewsUnstructured interviews were useful at the were useful at the initial stagesinitial stages of my study as it provided a of my study as it provided a general understanding of the problem (Chin general understanding of the problem (Chin See et al., 1997:1). The principal was able to See et al., 1997:1). The principal was able to provide me with information that I did not provide me with information that I did not elicit initially in my enquiry. elicit initially in my enquiry.


The The focus group interviewfocus group interview method involved method involved an “organised discussion’ with the educators an “organised discussion’ with the educators who volunteered to participate and gave who volunteered to participate and gave informationinformation about their about their views and views and experiencesexperiences (Gibbs, 1997:1). (Gibbs, 1997:1).


A A structured interview schedulestructured interview schedule was utilized in was utilized in the focus group interview as this approach the focus group interview as this approach provides more detailed information on the provides more detailed information on the problem (Chin See, et. al., 2006:1).problem (Chin See, et. al., 2006:1).

Participants and samplingParticipants and sampling

Participants for the study were drawn from six Participants for the study were drawn from six randomly sampled public schools from the gang-randomly sampled public schools from the gang-ridden areas in the Cape Flats. ridden areas in the Cape Flats. These areas are These areas are Manenberg, Bonteheuwel, Valhalla Park, Hanover Manenberg, Bonteheuwel, Valhalla Park, Hanover Park and Heideveld. Park and Heideveld. The areas were selected because The areas were selected because it is believed that they are some of those that are hit it is believed that they are some of those that are hit hard by gangsterism. hard by gangsterism.

Kinnes (2000) shows that gang organisations have Kinnes (2000) shows that gang organisations have targeted the mentioned communities as support bases targeted the mentioned communities as support bases for their activities.for their activities.

Gang-related factors affecting Gang-related factors affecting educator moraleeducator morale

Educators personal experiences with Educators personal experiences with gangsterismgangsterism

Gangsterism affects the learnersGangsterism affects the learners Gangsterism affects educator and learner Gangsterism affects educator and learner

relationshipsrelationships Educators’ responses on how they deal with Educators’ responses on how they deal with

learners who are involved in gangsterismlearners who are involved in gangsterism Gangsterism affects educator and parental Gangsterism affects educator and parental

relationshipsrelationships


Miss Aries, who only started her teaching career this year Miss Aries, who only started her teaching career this year (2007), experienced an incident where rival gangs came to the (2007), experienced an incident where rival gangs came to the school, specifically her class, to seek out their enemies. She school, specifically her class, to seek out their enemies. She was very emotional and found it difficult when she relayed the was very emotional and found it difficult when she relayed the following story:following story:

My class is situated at the back (uhm) I was teaching Accounting My class is situated at the back (uhm) I was teaching Accounting to to one specific class 11b. Uhm… the next minute my door gets one specific class 11b. Uhm… the next minute my door gets kicked kicked in, there were about twenty people with hockey sticks, knives the in, there were about twenty people with hockey sticks, knives the

works on the roof. The children were even saying “Miss come and works on the roof. The children were even saying “Miss come and ook outside” and they were on the roof coming directly to my ook outside” and they were on the roof coming directly to my

class, class, they did not even go to another class. They were looking for two they did not even go to another class. They were looking for two specific students. Luckily or unluckily the students were not there specific students. Luckily or unluckily the students were not there

and and they moved out and I don’t know if they went to go look for the they moved out and I don’t know if they went to go look for the students somewhere else. But in the end there was a whole fight students somewhere else. But in the end there was a whole fight between the gangsters and the Bambananis… and I couldn’t do between the gangsters and the Bambananis… and I couldn’t do anything, I was numb.anything, I was numb.


Mrs Bester expressed that she was twice caught in cross-fire. Mrs Bester expressed that she was twice caught in cross-fire. The first time was with two learners while driving her car. She The first time was with two learners while driving her car. She said, “Nou onlangs moes ek my kar se deur oop los en said, “Nou onlangs moes ek my kar se deur oop los en hardloop met twee kleintjies van die skote af.”(hardloop met twee kleintjies van die skote af.”(Now recently, I Now recently, I had to leave the door of my car open and run with two pupils had to leave the door of my car open and run with two pupils away from the gunshotsaway from the gunshots).).

Mrs Denny, however, had the unfortunate experience Mrs Denny, however, had the unfortunate experience of having a gun-pointed at her. She said:of having a gun-pointed at her. She said:

Some of us have been gun pointed at here in the Some of us have been gun pointed at here in the community after school hours like myself you know. community after school hours like myself you know. When I went to drop off about five girls and at this one When I went to drop off about five girls and at this one particular corner I was gun -pointed by an ex-pupil.particular corner I was gun -pointed by an ex-pupil.


Mrs Fataar witnessed a brutal murder outside their Mrs Fataar witnessed a brutal murder outside their school’s gate, while the rest of the staff was in a school’s gate, while the rest of the staff was in a meeting. She expressed her utter horror and meeting. She expressed her utter horror and amazement at the nonchalant attitude these gangsters amazement at the nonchalant attitude these gangsters displayed when they killed the victim. She said: displayed when they killed the victim. She said:

It was about a month ago. The teachers were busy here It was about a month ago. The teachers were busy here in in the staffroom and then there was this tiff with the the staffroom and then there was this tiff with the bicycle bicycle story. There were these three guys; we didn’t story. There were these three guys; we didn’t know what know what was happening. I saw how they were shooting was happening. I saw how they were shooting that guy that guy and they used all that bullets on him. The and they used all that bullets on him. The smoke was smoke was coming out of the guy. The way they walked coming out of the guy. The way they walked away was as away was as if they did nothing wrong. if they did nothing wrong.

Gangsterism affects the learnersGangsterism affects the learners I sensed that the effect of gangsterism on learners was a grave I sensed that the effect of gangsterism on learners was a grave

concern for educators, especially its effect on their morale. The concern for educators, especially its effect on their morale. The educators’ responses related to the following issues:educators’ responses related to the following issues:

Gangs recruiting learnersGangs recruiting learners Learners joining gangsLearners joining gangs Learners idolize gangsLearners idolize gangs The consequence of learners’ quitting a gangThe consequence of learners’ quitting a gang Gangsterism traumatizes learnersGangsterism traumatizes learners Learners affiliation to gangsLearners affiliation to gangs Learners behaviour toward gangs’ criminal activitiesLearners behaviour toward gangs’ criminal activities Gangsterism influences the learners’ behaviour when solving Gangsterism influences the learners’ behaviour when solving

conflict conflict Gangsterism affects the learners’ academic performanceGangsterism affects the learners’ academic performance

Gangsterism affects the learnersGangsterism affects the learners Mr Faure said, “If you look at these gang-leaders, they Mr Faure said, “If you look at these gang-leaders, they

actually flaunt around with their nice cars, thick gold chains actually flaunt around with their nice cars, thick gold chains and dress code.” Gangs recruit young children and entice them and dress code.” Gangs recruit young children and entice them with money and expensive clothing. Miss Elliot was quick to with money and expensive clothing. Miss Elliot was quick to point out that it is easy to identify when a child has joined a point out that it is easy to identify when a child has joined a gang. At one stage that child would look neglected and poor, gang. At one stage that child would look neglected and poor, and the next stage you notice that the child wears expensive and the next stage you notice that the child wears expensive clothing and shoes. She said: clothing and shoes. She said:

It is easy to see that a child who was a It is easy to see that a child who was a neglected neglected child who walked around and never had child who walked around and never had nice nice clothes to wear and looked funny and then all clothes to wear and looked funny and then all of a of a sudden this child dresses well and wears the sudden this child dresses well and wears the most most expensive shoes and the most beautiful clothes. expensive shoes and the most beautiful clothes.

Gangsterism affects the learnersGangsterism affects the learners Mr Allie was compelled to say that gangsterism is so powerful Mr Allie was compelled to say that gangsterism is so powerful

in their community that often the learners find it difficult to in their community that often the learners find it difficult to resist their temptations. He said: resist their temptations. He said:

Sometimes a learner tries to better his life but it’s Sometimes a learner tries to better his life but it’s impossible, totally impossible for him. He gets hooked impossible, totally impossible for him. He gets hooked into gangsterism, not into gangsterism, not that he wants to, but because that he wants to, but because gangsters gangsters lure lure the learners or the children towards them.the learners or the children towards them.

Mrs Allerman found evidence of gangs victimizing learners Mrs Allerman found evidence of gangs victimizing learners when she marked their scripts. The learners wrote a test for her when she marked their scripts. The learners wrote a test for her in Life Orientation. She said:in Life Orientation. She said:

Now in the exam, there was a question ‘what problems Now in the exam, there was a question ‘what problems do do they have’ and a lot of them wrote how they are they have’ and a lot of them wrote how they are affected affected by gangs and how they are forced to join by gangs and how they are forced to join gangs. If they gangs. If they don’t they will be victimized.don’t they will be victimized.

Gangsterism affects educator and Gangsterism affects educator and learner relationshipslearner relationships

Some educators indicated that when they are aware of a Some educators indicated that when they are aware of a learner being affiliated with a gang, it influences their learner being affiliated with a gang, it influences their relationship with that particular learner. Mrs Dempsey relationship with that particular learner. Mrs Dempsey narrated a chilling story on this matter. She said:narrated a chilling story on this matter. She said:

To be completely honest with you, the fact that when I To be completely honest with you, the fact that when I know whether a child belongs to a gang or not does know whether a child belongs to a gang or not does

influence my relationship with that child, because I will influence my relationship with that child, because I will be be very careful with that particular child. Because a few very careful with that particular child. Because a few years ago I had a learner in my class who just came out of years ago I had a learner in my class who just came out of jail because he murdered somebody. To be very, very jail because he murdered somebody. To be very, very honest I was extremely, extremely scared of this child honest I was extremely, extremely scared of this child because his eyes were so cold and the way he would look because his eyes were so cold and the way he would look at at you.you.


Many educators have reported that learners who are affiliated Many educators have reported that learners who are affiliated with gangs display an aggressive attitude toward them. These with gangs display an aggressive attitude toward them. These educators complained that due to learners’ negative behaviour, educators complained that due to learners’ negative behaviour, they are unable to maintain effective discipline. In light of this they are unable to maintain effective discipline. In light of this discussion, the educators related the following reactions by the discussion, the educators related the following reactions by the learners when they want to discipline them.learners when they want to discipline them.

Learners threaten the educatorsLearners threaten the educators Learners are disrespectful toward the educatorsLearners are disrespectful toward the educators Learners retaliate against educatorsLearners retaliate against educators Learners display an attitude of being untouchableLearners display an attitude of being untouchable Learners do not reciprocate educators’ effortsLearners do not reciprocate educators’ efforts


Mr Barnes said, “Baie van ons word gesê dat Mr Barnes said, “Baie van ons word gesê dat ons wag jou in vanmiddag na skool.” ons wag jou in vanmiddag na skool.” (Many of (Many of us are threatened that we will be accosted us are threatened that we will be accosted after school)after school). Moreover, Mr Elmes added that . Moreover, Mr Elmes added that he reprimanded a learner in his class and the he reprimanded a learner in his class and the learner threatened him by saying, “Kyk hier jy learner threatened him by saying, “Kyk hier jy moenie baie praat nie want aan die einde van moenie baie praat nie want aan die einde van die dag ken ek ouens hierso.”(die dag ken ek ouens hierso.”(Look here, you Look here, you must not talk too much because at the end of must not talk too much because at the end of the day do I know pupil herethe day do I know pupil here).).


According to the educators, the learners use foul According to the educators, the learners use foul language against them. They regard this as a sign of language against them. They regard this as a sign of disrespect. Mrs Bothma said, “Die kinders sal vir jou disrespect. Mrs Bothma said, “Die kinders sal vir jou uitvloek. Hulle het nie respek vir jou nie.” (uitvloek. Hulle het nie respek vir jou nie.” (The The children will swear at you. They do not have any children will swear at you. They do not have any respect for yourespect for you). Mrs Appel expressed the opinion ). Mrs Appel expressed the opinion that the learners are not even aware when they use that the learners are not even aware when they use foul language because they use it all the time in their foul language because they use it all the time in their vocabulary. She said, “When they swear, they don't vocabulary. She said, “When they swear, they don't even know that they’re swearing because they do it so even know that they’re swearing because they do it so much.” much.”

Educators’ responses on how they deal with Educators’ responses on how they deal with learners who are involved in gangsterismlearners who are involved in gangsterism

Some educators indicated that they behave negatively toward Some educators indicated that they behave negatively toward learners who are affiliated with gangs. Mr Adams related that learners who are affiliated with gangs. Mr Adams related that he displays a fearless attitude towards these learners. He said, he displays a fearless attitude towards these learners. He said, “Jy as onderwyser moet vir hom wys dat jy nie bang is vir “Jy as onderwyser moet vir hom wys dat jy nie bang is vir hulle nie.”(hulle nie.”(As an educator you must show them that you are As an educator you must show them that you are not scared of themnot scared of them).).

Mr Desia expressed that he and his colleagues prefer to “side-Mr Desia expressed that he and his colleagues prefer to “side-step” these learners and do not treat them in the same way as step” these learners and do not treat them in the same way as other learners. He said: other learners. He said:

Sometimes we do side-step (avoid) certain children Sometimes we do side-step (avoid) certain children because you know that certain children are connected to because you know that certain children are connected to gangs. You are going to mind what you speak to them, gangs. You are going to mind what you speak to them, because in some situations you can't be treating them because in some situations you can't be treating them exactly the same.exactly the same.

Educators’ responses on how they deal with Educators’ responses on how they deal with learners who are involved in gangsterismlearners who are involved in gangsterism

Mrs De Monk was adamant when she said, “I'm not Mrs De Monk was adamant when she said, “I'm not going to treat that child differently if he belongs to a going to treat that child differently if he belongs to a gang. So far I found that children respond to gang. So far I found that children respond to discipline.”discipline.”

Mr Adonis expressed that there is no need for an Mr Adonis expressed that there is no need for an educator to stoop down to the learners’ level of educator to stoop down to the learners’ level of aggression and hostility. He maintained that aggression and hostility. He maintained that educators should rather focus on being professional at educators should rather focus on being professional at all times. He said, “Ek voel dat jy as onderwyser teen all times. He said, “Ek voel dat jy as onderwyser teen alle tye professioneel moet optree.”(alle tye professioneel moet optree.”(I believe that as I believe that as an educator you need to maintain professionalism at an educator you need to maintain professionalism at all timesall times). ).

Gangsterism affects educator and Gangsterism affects educator and parental relationshipsparental relationships

I found that educators have a troublesome relationship with I found that educators have a troublesome relationship with parents whose children are affiliated with gangs. To illustrate parents whose children are affiliated with gangs. To illustrate this notion Mr Allie said:this notion Mr Allie said:

When we brought learners whom the gangsters were When we brought learners whom the gangsters were looking for in front of the governing body, the parent looking for in front of the governing body, the parent protected the learner and said that ‘my child is not a protected the learner and said that ‘my child is not a gangster’ in fact the parents got quite heated and upset. gangster’ in fact the parents got quite heated and upset.

To To let the parents see or face the truth sometimes, my let the parents see or face the truth sometimes, my child is child is a problem at this school and we have to deal a problem at this school and we have to deal with it. The with it. The first thing they do is to ask ‘Do you have proof first thing they do is to ask ‘Do you have proof that my that my child is part of that? Do you have proof that my child is part of that? Do you have proof that my child had child had this and this on him?’this and this on him?’

Gangsterism affects educator and Gangsterism affects educator and parental relationshipsparental relationships

Educators also observed that parents find it difficult to Educators also observed that parents find it difficult to discipline their children. They attribute it to parents being discipline their children. They attribute it to parents being afraid of their children. Mrs Fataar said, “You know what is so afraid of their children. Mrs Fataar said, “You know what is so sad our parents are afraid of our children.” Agreeing with Mrs sad our parents are afraid of our children.” Agreeing with Mrs Fataar, Mr Felix related that it was evident when he had an Fataar, Mr Felix related that it was evident when he had an altercation with a parent and the disrespectful manner in which altercation with a parent and the disrespectful manner in which the child responded to the parent. He said: the child responded to the parent. He said:

Ek dink haar kinders ‘rule’ vir haar by die huis. Ek kon Ek dink haar kinders ‘rule’ vir haar by die huis. Ek kon self sien dat hy nie respek het vir daardie ouer nie en sy self sien dat hy nie respek het vir daardie ouer nie en sy laat hom toe om met haar te praat net soos hy wil.(laat hom toe om met haar te praat net soos hy wil.(I I

think think her children rule her at home. I could see for myself her children rule her at home. I could see for myself that that they have no respect for that parent and that she they have no respect for that parent and that she allows allows him to speak to her as he wishes).him to speak to her as he wishes).

RecommendationsRecommendations

Despite having a new democratic government in Despite having a new democratic government in place, previously disadvantaged schools are still place, previously disadvantaged schools are still disadvantaged. disadvantaged.

Educators working in gang-ridden communities are Educators working in gang-ridden communities are faced with the same amount of work pressures as their faced with the same amount of work pressures as their counterparts in previously advantaged communities. counterparts in previously advantaged communities.

The The Education DepartmentEducation Department can therefore offer their can therefore offer their support by:support by:

reducing the educator-to-learner ratio, reducing the educator-to-learner ratio, employing a permanent counsellor at each school, and employing a permanent counsellor at each school, and by offering educators an incentive to work in gang-by offering educators an incentive to work in gang-

ridden communities.ridden communities.

ConclusionConclusion

The educators in gang-ridden communities The educators in gang-ridden communities need to be need to be salutedsaluted for the efforts they provide for the efforts they provide to the school community, despite the to the school community, despite the challenges they are faced with on a daily basis.challenges they are faced with on a daily basis.

Their Their resilienceresilience and and passionpassion for teaching have for teaching have assisted them to persevere under the assisted them to persevere under the circumstances they are working. circumstances they are working.

The sharing of their stories in this research will The sharing of their stories in this research will highlight their plight for highlight their plight for quality education for quality education for all South African citizens.all South African citizens.

THANK YOU!!THANK YOU!!

Gang-related Factors affecting Educator Morale on the Cape Flats, Western Cape: An empirical study...

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