Analysing Teachers’ Perspectives on the Significance of Religious Education to Curb Learners-on-Teacher Violence in South African Schools
Sello Martin Blasé Mohlaloka 
& Leetwane Anna Ntlhare
Issue: Vol.10 No. 11 November 2024 Issue Article 2 pp.15-26
DOI : https://doi.org/10.38159/erats.202410112 | Published online 28th November, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The purpose of this empirical study was to discuss the perspectives of teachers on the significance of Religious Education (RE) in curbing learner-on-teacher violence in schools. It also discussed the challenges faced by teachers in promoting a healthy relationship with their learners. Globally teachers are faced with violent acts perpetrated by learners against them, and these acts disturb teaching and learning as well as their relationships. The paper which was couched in Critical Social Theory (CST), argued that human beings should be emancipation and liberated from the circumstances that enslave them. CST challenges the status quo and strives for a balanced and democratic society. It is concerned with the issue of power relations within society and the interaction of education, economy, religion, and other social institutions that contribute to a social system. The study adopted Participatory Action Research (PAR). PAR advocates for community engagements. PAR was adopted because it advocates for open, clear communication and critical self-reflection among co-researchers during action. The paper responded to two questions. What are teachers’ perspectives on Religious Education in schools and how can religious education curb learners-on-teacher violence in schools? The study found that teaching RE in schools fostered tolerance and respect for diversity and teachers. In light of the findings, the study recommends that teaching RE at school requires reintroduction to curb learner-on-teacher violence. This study will bring a unique perspective on sustainable teacher-learner relationships through Religious Education and make policymakers aware about the significance of RE in schools.
Keywords: Religious Education, Leaner-On-Teacher Violence, School Safety, Self-Reflection
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Sello Martin Blasé Mohlaloka presently works for the Central University of Technology (CUT) in Bloemfontein, Free State Province (South Africa) as a lecturer for the Humanities faculty. He holds a BSc. Ed degree the University of the North (Qwa-qwa campus) and ACE(technology) from the University of Kwa-Zulu-Natal. He also holds a B. Honors, PGDE and M.Eds. from the University of Free State (UFS). He previously worked at the Metsimaphodi secondary school in Dewetsdorp Free State as a science teacher from 1996-2002. Then moved to Bloemfontein and worked at St Mary’s Primary school from 2002 till 2017. In 2018 he worked at the University of Free State South Campus as Curriculum designer for Curriculum Design and Development division. Same year he was appointed in another division (Access program) as a Researcher till end of 2019. His goal is to complete his PhD, publish more articles and supervise students in their studies till he obtains professorship. He is passionate about his work and enjoys being in class imparting knowledge to his students.
Dr L.Ntlhare currently serves as a lecturer for the Humanities faculty at Central University of Technology (CUT) in Bloemfontein, Free State Province, South Africa. She attended the Kagisanong College of Education (Bloemfontein) to earn her Junior Primary Teachers Diploma. After which she finished the University of the Free State’s ACE (Psychology in Education). She then completed her M.Ed. at Central University of Technology after earning her B. Honors from the University of Free State (UFS). She currently serves as a lecturer for the Humanities faculty at the Central University of Technology (CUT) in Bloemfontein, Free State Province, South Africa. She started working with the organization in 2012. Her objective is to publish more articles until she becomes a full professor. She is passionate about teaching her pupils.
Mohlaloka, Sello Martin Blasé & Leetwane Anna Ntlhare. “Analysing Teachers’ Perspectives on the Significance of Religious Education to Curb Learners-on-Teacher Violence in South African Schools,” E-Journal of Religious and Theological Studies, 10 no.11 (2024): 15-26. https://doi.org/10.38159/erats.202410112
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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