Perception of School Community Towards Vandalism, Causes and Impact: A Case Study in Merawi Full Cycle Primary School, West Gojjam Zone, Amhara Regional State

Abstract

This study was conducted with the objective of understanding the perception of parents teachers and student towards vandalism in Merawi Full Cycle Primary school found in Amara regional state, West Gojjam Zone of Mecha Wereda. To do this qualitative study approaches particularly case study was used. Data collected from 12 teachers; 10 students and 10 parents though participatory tools particularly interview, FGD , observation, as well as review of secondary data were employed to support the findings. The findings show the level of understanding about vandalism is different among teachers students and parents. Various aspects of vandalism such as it forms, stereotypes of the vandals, motives for vandalism, its causes and contributing factors, its effect as well as measures that need to be taken to stop it were investigated. Accordingly even if there is shared perspective among students and teacher regarding vandalism in the school, as a kind of deviance tendency, parents consider it as normal childish behaviour that is excusable. There is also similarity of opinion between teachers and students in the stereotyping of the vandals as boys in the 2nd cycle. However the perception of parents is different as it inclines on the 1st cycle as they relate vandalism to childhood and carelessness. In addition though, teachers and students explain multiple forms of vandalism prevailing in the school, they can be categorized as graffiti and property damage. However students did not give emphasis towards graffiti, especially on the text books, as a form of vandalism. As to the motives of vandalism it is the students who have clear and detail perspective, which is either intentionally or unintentionally neglected by parents and teachers. Therefore the major ones identified by students were frustration, ventilation of anger, and play. Regarding the causes of vandalism in the school both teachers and students share ideas on lack of interest in education. In depth analysis was given by teachers to the contributing factors of vandalism. Attitudinal , socio economic problems, of the society and policy were explained by teachers as factors that create opportunity to vandalism. However students did not give emphasis on the immediate effect of vandalism and its impact on the teaching and learning process and their own psycho social development, which is emphasised, on the contrary by the teachers. This was related to the fact that students have adapted the vandalised environment. As to what should be done to reduce vandalism, teachers hold a view of fundamental change in societal, socio-economic, and ix policy levels. They emphasis only on changes in the external, and long term. In other words, they view vandalism as something unattainable by themselves and in the near future. Generally this study show that there is a gap in attitude, awareness, and communication regarding vandalism. Parents have low awareness about vandalism and low involvement in the school. Understanding about the majority aspects of vandalism is not equally felt by students as of teachers. In addition, teachers hold exasperated view towards the achievability of reducing vandalism.