Perceptions of Early Adolescent Setswana-Speaking Learners of Respect in the Educator–Learner Relationship

ABSTRACT

This exploratory research focused on describing Setswana-speaking early adolescents’ perceptions of respect in educator-learner relationships in the South African context. A lack of mutual respect obstructs adolescents’ freedom to pursue personal goals in South Africa’s school communities. Adding to this incongruity is the isolating of relational well-being and academic excellence. A qualitative research paradigm, using a single exploratory case study design in an English primary public school in Johannesburg, Gauteng, was used. Ten learners, black Setswana-speaking South Africans, participated. Findings indicate that: (1) the need to belong is paramount to respect; (2) early adolescents need a “parent figure” modelling respect; (3) positive emotions facilitate respect when learners feel valued, and cared for; and (4) an educator who shows respect, ignites reciprocity, thus demonstrating respectful communication within a secure structure and encourages academic excellence. These experiences are indicative of a positive spiral toward flourishing educator-learner relationships.

Keywords:

• relational well-being
• educator-learner relationship
• respect
• early adolescence
• Complexity Theory
• partnerships
• interconnectivity