Title: Persuasive argumentation and social comparison dynamics in risky decision-making: evidence from teacher members of school disciplinary panels
Authors: Peter J.O. Aloka; Thokozani Mathebula
Addresses: Wits School of Education, University of the Witwatersrand, 1 Jan Smuts Ave., Braamfontein, Johannesburg, 2000, South Africa ' Wits School of Education, University of the Witwatersrand, 1 Jan Smuts Ave., Braamfontein, Johannesburg, 2000, South Africa
Abstract: The study explored persuasive argumentation and social comparison dynamics in risky decision making among teacher-members of disciplinary panel groups in secondary schools in Rongo sub-county of Kenya. Within the Interpretivist research paradigm, the phenomenology research design was adopted. The sample size of the study was 20 teacher members of disciplinary panel groups in three selected secondary schools. The semi-structured interviews were used to collect data. The qualitative data from semi-structured interviews was analysed thematically. The findings indicated that the persuasive arguments were persuasiveness of available arguments, source of the arguments and finally, novelty and content of arguments. Social comparison in the form of upward, lateral and downward aspects influenced choice shifts to risky decisions among the members of disciplinary panels. The study recommends that schools should train members of disciplinary panels on group decision making to ensure balanced decisions on students' behaviour problems.
Keywords: persuasive arguments; social comparison; risky decisions; members; school disciplinary panels.
International Journal of Work Organisation and Emotion, 2022 Vol.13 No.2, pp.137 - 151
Accepted: 04 Jan 2022
Published online: 24 Jun 2022 *