Trustworthiness, credibility and dependability of the study

Get Complete Project Material File(s) Now! »

Introduction

The support of vulnerable children in education is no doubt one of the greatest challenges faced in educational transformation following the aftermath of HIV/AIDS worldwide. Schools are expected to be Centres of Care and Support (SCCS) for all children, and more particularly, a supporting environment for vulnerable learners (Media in Education Trust, 2010) (hereon MIET). The school can be a place in which learners grow and develop; a place to acquire knowledge and skills, to meet and interact with others, and to learn about themselves and life in general. Despite the school being a promising and conducive environment for all learners, vulnerable children’s’ needs and hopes may not be totally met due to the educators’ limitations in providing such care and support.

Background to the study

This study was conducted in a township residential area of Soshanguve in the Gauteng province South Africa. Soshanguve is a low-cost housing development area which is inhabited by black labourers, and is mostly associated with poverty, crime and violence (Mampane and Bouwer, 2011). The research was conducted with the aim of exploring the experiences and practices of educators on how they provide pastoral care for vulnerable learners in terms of the principles of Ubuntu.

Problem statement

Ideally, educators should provide pastoral care for learners and principals should guide the SBST on how to manage the process of providing for the pastoral needs of the learners (Norms and Standards for Educators, 2000; Tutu, 2007). A South African study by Wood and Goba (2011) states that Norms and Standards (2000) and the SBST regulations do not provide clear guidelines to educators on the management of vulnerable learners’ needs and how to provide pastoral care.

Purpose of the study

This study aimed at generating knowledge on the provision of pastoral care to vulnerable learners and relating it to the concept of Ubuntu. This research aimed to examine how schools, under the leadership of the principals, provide for the needs of vulnerable learners in Soshanguve, Gauteng province in South Africa.

DEDICATION
ACKNOWLEDGEMENT
CHAPTER 1. OVERVIEW OF THE STUDY
1.1. Introduction
1.2. Background to the study
1.3. Problem statement
1.4. Purpose of the study
1.5. Rationale
1.6. Research question
1.7. Theoretical framework
1.8. Significance of study
1.9. Research methodology
1.10. Outline of chapters
1.11. Summary of the chapter
CHAPTER 2. LITERATURE REVIEW ON VULNERABILITY OF LEARNERS UBUNTU AND PASTORAL CARE
2.1. Introduction
2.2. Context of the study
2.3. Vulnerability
2.3.1 Aspects of vulnerability
2.3.2 Vulnerable learners
2.3.3 Experiences of vulnerable learners
2.4. Pastoral Care
2.5. Ubuntu
2.5.1 Ubuntu-related theories
2.6. The roles of the educators
2.6.1 School and government support for vulnerable learners
2.7. International models to support vulnerable learners
2.8. Summary of the chapter
CHAPTER 3. RESEARCH APPROACH, DESIGN AND METHODOLOGY
3.1. Introduction
3.2. Research methodology
3.2.1 Research approach
3.3. Research paradigm
3.4. Research design
3.5. Population and sample
3.6. Data collection method
3.7. Data analysis
3.8. Trustworthiness, credibility and dependability of the study
3.8.1 Trustworthiness
3.8.2 Credibility
3.8.3 Dependability of the study
3.9. Ethical issues
3.10. Summary of the chapter
CHAPTER 4. PRESENTATION OF RESEARCH FINDINGS
4.1. Introduction
4.2. Description of the participants
4.3. Research findings
4.3.1 Theme 1: Conceptualisation of Ubuntu, pastoral care and the relationship between the two concepts
4.3.2 Theme 2: The pastoral care needs of vulnerable learners
4.3.3 Theme 3: Educators’ provision of pastoral care for vulnerable learners
4.3.4 Theme 4: Factors influencing the ability of educators to provide pastoral care
for vulnerable learners
4.4. Summary of the chapter
CHAPTER 5. DISCUSSION OF RESEARCH FINDINGS
5.1. Introduction
5.2. Research questions
5.3. Discussion of research findings
5.3.1 Conceptualisation of Ubuntu, pastoral care, and the relationship between the two concepts
5.3.2 Pastoral care needs of vulnerable learners
5.3.3 Educators’ provision of pastoral care for vulnerable learners
5.3.4 Factors that influence the educators’ ability to provide pastoral care
5.4. Contribution of the study
5.5. Summary of the chapter
CHAPTER 6. SUMMARY OF RESEARCH FINDINGS, CONCLUSION AND RECOMMENDATIONS
6.1. Introduction
6.2. Summary of the research findings
6.2.1 Question 1
6.2.2 Question 2
6.2.3 Question 3
6.2.4 Question 4
6.3. Limitations of the study
6.4. Delimitation of the study
6.5. Suggestions for future research
6.6. Conclusion
6.7. Recommendations
REFERENCE