DIE UITWERKING VAN SKOOLKULTUUR EN -KLIMAAT OP ...

that both the quantitative and qualitative research methods have been utilised. In this
chapter, the data collection techniques of both the quantitative and the qualitative
research are set forth and discussed. Finally, the compilation of the random sample,
the role of the researcher in the data collection process and the ethical
considerations are set forth.
The focus in Chapter 5 falls on the presentation, analysis and interpretation of the
quantitative data. The quantitative data were collected with the California School
Climate and Safety Survey – Short Form (CSCSS-SFI), whereafter the data were
analysed and interpreted statistically in order to determine the influence of school
culture and school climate upon violence at schools. With the analysis of the data it
has been determined that the more positive the school culture and school climate
are experienced, the lower the levels of violence. The opposite, namely, the worse
the school culture and climate are experienced, the higher the levels of violence, is
also true.
In Chapter 5, the qualitative approach to the research is explained. In this chapter, all
the individual aspects of school culture and school climate, as well as the aspects of
violence at schools are investigated and described by means of semi-structured
interviews. The semi-structured interviews were done with learners from high-risk
schools as well as learners from low-risk schools. This method renders itself thereto
that learners could convey their personal experiences pertaining to school culture,
school climate and violence at their respective schools. By applying the quantitative
and qualitative research methods, the triangulation of data ensures the validity and
reliability of the study.
In the last chapter, a summary is provided of the findings in the different chapters.
Findings regarding the problem questions, namely what school culture, school
climate en violence at schools entail, as well as what the influence of school culture,
school climate and violence at schools in the Eastern Cape Province are, coupled
with the experiences of learners pertaining to school culture, school climate and
violence at schools, are set forth. It has come to light that there are deficiencies in
the school culture and school climate and that these correspond with the occurrence
of incidents of violence at schools. However, the most important finding is that school
culture and climate play an important role in the prevention of violence at schools.
These findings pertaining to school culture and school climate are of importance for
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