What are the essential characteristics of caring schools? A teacher / learner perspective

Abstract

According the South African Department of Education's White Paper 6 (Trisano Working Document 1996:11), teachers have a special responsibility to ensure that all learners, with and without disabilities, pursue their learning potential the fullest. This poses a very distinct challenge teachers, who need cope with the diverse demands that come their way, such as school violence, disciplinary problems and uncooperative parents. It indirectly raises the question as how the requirements of the White Paper 6 will be realised in practice. Bach and Torbet (1982:52-55), Schaps (2005:53), and Solomon, Battistich, Watson, Schaps and Lewis (in Osher and Fleischman 2005:84) provide a possible answer the problem in stating that self-realization is only possible through for others, thereby implying that schools need be transformed into caring schools in order be better able actualise learners' full potential. Based on a qualitative research study undertaken at eight primary South African schools, this article documents learners and teachers perspectives as they relate caring and caring schools. It is suggested that these perspectives can serve as source of reference and a guideline in the formulation of strategies directed transforming schools into caring schools.