ADMINISTRATORS INTERVENTIONS FOR TRANSFORMING TRAUMATIZED STUDENTS IN PUBLIC SECONDARY SCHOOLS IN JUBA, SOUTH SUDAN

Abstract

ABSTRACT The purpose of this study was to explore administrators’ intervention in transforming traumatized students in public secondary schools in Juba South Sudan. The study was guided by five research questions namely: What is the perception of the school administrators towards traumatized students in public secondary schools? What are some of the ways that can assist school administrators detect traumatized students in public secondary schools? How do the actions of an administrator influence possible transformation of traumatized students in public secondary schools? What are main challenges faced by administrators when dealing with traumatized students in public secondary schools? What strategies can school administrators use to transform traumatized students in public secondary schools? The study was anchored in the transformational leadership theory supported by behavioral learning theory and ecology system theory. The study was guided by Convergent Parallel Mixed Methods Design. The target population of the study was 4,875; stratified random sampling, purposive sampling and snowball sampling were employed to select a sample size of 400 students, 120 school teachers, 8 school counselors and 8 principals, 8 deputies to participate in the study. Questionnaires, a semi-structured interviews guide and document analysis guide were used to collect data. Research instruments were subjected to content, construct, criterion and face validities. Cronbach Alpha technique was used to determine the reliability of quantitative data on Likert scale items while that of qualitative items was determined in terms of their trustworthiness. The Cronbach’s alpha reliability coefficients of questionnaires ranged from 0.70 to 0.93 and thus were considered reliable for use in the field for data collection. The quantitative data was analyzed using descriptive statistics whereby frequencies, percentages, means and standard deviations summarized quantitative data which were presented in frequency distribution tables. Inferential statistics specifically the Chi-Square was used to test hypotheses. Qualitative data analysis was organized thematically and presented form of narratives and direct quotes. Research ethics were observed throughout the entire research process. The key findings showed school administrators perceived traumatized students positively and did not discriminate those viewed as disturbed. Detection of traumatized students was associated with observable behaviors of students such as discontentment, confusion, anxiety, violence and aggressive behaviors towards peers, mood swings, inability to pay attention in class and depression among others. Behaviors of school administrators that helped transformation of traumatized students included showing kindness towards traumatized students, offering psychological support and allowing them to express themselves freely and showing tender loving care among others. Challenges encountered by school administration included untrained teachers on trauma management, inability to control aggressive behavior of students, inadequate trained counselor and low involvement of Ministry of Education. Strategies used to help in transforming students include using simple teaching procedures, involvement in co-curricular activities, use of professionally trained counselors to guide and counsel students, development of support and caring relationships with traumatized students and group therapy. Based on the findings the of the study, it was concluded that school administrators lacked sufficient training to detect trauma and employ effective remedial measures to manage reactions of trauma from students. The study recommended that the Ministry of Education designs a program for training all school administrators on how to handle trauma issues. At the school, administrators need to implement mandatory and ongoing professional development for all educators on trauma management; to equip teachers with best trauma informed practices to handle reactions of trauma. The establishment of a counseling center in schools manned by a professionally trained counselor will be helpful to students and teachers.