Article

Learners’ perceptions and experiences of respect in educator-learner relationships

Published in: Journal of Psychology in Africa
Volume 26 , issue 4 , 2016 , pages: 343–350

DOI: 10.1080/14330237.2016.1185914

Author(s): Lucie Grimova Centre for Child, Youth and Family Studies, South Africa , Izanette Van Schalkwyk Centre for Child, Youth and Family Studies, South Africa

Keywords: educators , learners , perception , positive psychology , respect , high-risk community

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Abstract

The aim of the study was to explore and describe secondary school learners’ perceptions and experiences of respect in educator-learner relationships within a high-risk South African neighbourhood context. A qualitative research design was used in this study. The 15 participants were high school learners (females = 33%, age range 17 to 21 years). Data on how learners perceive and experience respect in educator-learner relationships were gathered utilising written assignments, and through the application of the World Café technique. Thematic analysis was used to identify relevant relationship themes for learners: mutuality, various behavioural practices and emotional attitudes. All school communities should promote relational well-being practices amongst educators and learners.

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