- Title
- Perceptions of teachers on the implementation of positive learner discipline: A case study of three primary schools in the Amathole-West Education District
- Creator
- Bantom, Laetitia Anneline
- Subject
- School discipline
- Subject
- Classroom management
- Date
- 2020-06
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/19980
- Identifier
- vital:44915
- Description
- The aim of this study was to gain an insight into perceptions of teachers on the implementation of positive learner discipline in three primary schools in the Amathole- West Education District. The study was in the interpretive paradigm and adopted a qualitative approach in the collection of data. A case study design through face-to-face interviews and document analysis related to positive discipline were used for data collection. Three schools were selected through purposive sampling. Four teachers per school participated in the study and these were purposively sampled. Data from the findings were thematically presented and analysed by scrutinizing it for commonalities. The study revealed that teachers had ample knowledge on positive learner discipline and therefore tried to implement it to the best of their abilities. The study also established that teachers perceived positive discipline as a good approach for disciplining learners. Participants were aware that positive learner discipline made learners feel and that it assisted them to improve and sustain good behaviour. Data revealed that schools used different strategies to implement positive learner discipline, such as, class rules, rewards and awards, personal relationship with learners, role model, communication with learners, point system, goal setting, hand-system and sign language, isolated area in front of the classroom, positive attention and guidelines on discipline. In contrast, the study also revealed that a minority of teachers still administered corporal punishment, which is unlawful and traditional. They also applied punitive disciplinary measures. The study concluded that the selected schools encountered various challenges on the implementation of positive learner discipline. These included undisciplined learners, limited involvement and minimal support from the Department of Education (DoE) and limited support from the School Management Team (SMT), uninformed, ignorant and rude parents, lack of parental involvement, parents using punitive measures, no proper training for teachers and parents, overcrowded classrooms and unhappy teachers. As for monitoring and support from the SMT and DoE, the study envisaged that most participants were supported by the SMT, other than the DoE.
- Description
- Thesis (MEd) -- Faculty of Education, 2020
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (209 pages)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | Final copy of dissertation Laetitia Bantom June 2021.pdf | 1 MB | Adobe Acrobat PDF | View Details |