Browsing by Author "Eke, Chidi Idi."

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The causes and management of school-based violence in high schools in Umgungundlovu District of KwaZulu-Natal.
(2016) Eke, Chidi Idi.; McArthur, Brian Walter.; Mutinta, Given Chigaya.
A great deal of research has been conducted globally on the phenomenon of school- based violence and the devastating effect it has on teaching and learning. School-based violence is a multifaceted phenomenon and no single perspective or factor can sufficiently explain why learners behave in the ways they do, at home and at school, that lead to violence. School-based violence is denying South African children their constitutional right to a basic education by creating a school climate that hinders teaching and learning. The obstruction of a learner’s academic learning process as a result of violence could threaten their future prospects and their achievement of a better life in post-apartheid South Africa. It is for these reasons that this study examined the causes and management of school-based violence from a school-based perspective. The study aimed to determine the causes of school-based violence in high schools in uMgungundlovu district of KwaZulu-Natal, and to proffer a management model that would assist high school managers to reduce and manage school-based violence to create a school climate that promotes teaching and learning. The study used Bronfenbrenner’s ecological systems theory to provide rich insights into the causes and solutions to school-based violence in high schools. A qualitative approach and purposive sampling technique were employed in the study. In-depth interviews and focus group interviews were used as data collection instruments for the study. Data was analyzed using thematic analysis and NVivo, a qualitative data analysis software. The study makes two contributions to the existing body of knowledge on school-based violence: the causes of school-based violence at each level of influence of the ecological systems model (microsystem, mesosystem, exosystem and macrosystem) were identified; and insights from these causes were used to develop a school-based violence management model that could assist school managers to reduce and manage school- based violence. The key themes that emerged from the findings include (1) lack of parental involvement in learners’ school issues; (2) learners’ misconduct in school influenced by the abuse of alcohol, drugs and other substances; (3) lack of adequate school security; (4) school managers lacking the required managerial skills to contain issues of school-based violence; e; and (5) female learners as the most significantly affected victims of cyber- violence.
Women's representation in public enterprises in Pietermaritzburg.
(2013) Eke, Chidi Idi.; Chitakunye, Pepukayi.
A democratic ―tsunami‖ is moving around the world, nations are embracing democracy which brings power to the people and enables their voices to be heard. South Africa has one of the most progressive Constitutions in the world which contains the Bill of Rights where equality is preached. The Grant Thornton International Business Report on Women in Management (2012) rightly concludes that women occupy only 21% of top managerial positions, worldwide. In South Africa, women occupy only 28%, which is slightly more than the international average. In light of the above information, this study looks at women‘s representation in business, with special emphasis on the challenges faced by women at top management level in public enterprises in Pietermaritzburg, South Africa. The inference deduced from the above statistics unveils that women are underrepresented at top management level. Several authors have viewed the challenges faced by women in top level managerial positions from different perspectives and the core challenges this study has identified are as follows: the ‗glass ceiling‘; balancing work and family responsibilities; organisational culture; human resource policies; politics of power and the ‗Queen Bee Syndrome‘. This study has unveiled a deeper understanding of the challenges faced by women employed in top level managerial positions, useful in enabling women at this level to overcome their challenges and thereby assist them to function to their utmost capacity, while at the same time attempting to increase women‘s representation at top management level. The researcher adopted a mixed method of data collection in carrying out this study. In-depth interviews were carried out with respondents; the insight gained in these interviews assisted the researcher to carry out further telephonic interviews with other respondents and lastly; questionnaires were employed to complement other sources of data collection in the study. These findings of the study show that the ills of Apartheid could be responsible for the lack of self-confidence of black women holding top level managerial positions. In the researcher‘s point of view, the Bantu system of education did not provide a sound foundation of quality education for the black women of Pietermaritzburg. In conclusion, the thesis argues that, since women constitute a significant proportion of the economically active population in South Africa, it is fair only that they should be equitably represented at top managerial level. To achieve this goal, the study proffered a recommendation which has managerial benefits that may assist in accelerating and increasing women‘s representation at top management level.