Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21711 , vital:51744
- Description: Dealing with misbehaving learners remains a significant challenge for teachers in South African schools. As the use of corporal punishment and other punitive measures to deal with misbehaving learners is now illegal, alternative positive disciplinary measures have been put in place. The prohibition of negative disciplinary measures has left teachers feeling powerless and frustrated, not knowing how to manage learner behaviour, despite the fact that they are the viable agents tasked with ensuring that positive disciplinary measures are implemented in schools. This study sought to examine how best a code of conduct for learners can be used to enhance positive discipline in schools. To that end, the study offers insights into how positive disciplinary measures may be used, in dealing with learner indiscipline. This is a qualitative study, underpinned by the interpretivist paradigm. The study employed a phenomenological design as a strategy for data collection, to examine how a code of conduct for learners can be used to enhance positive discipline in selected township schools. As this is a qualitative study concerned more with the depth than the breadth of information, the researcher deemed it necessary to focus on two schools, to obtain deep insight into the participants’ lived experiences. Two schools, in Pinetown in Durban, participated in the study. Interviews, observations and document reviews were used as data-collection instruments. In each school, interviews were conducted with the school principal, teacher representatives serving on the school governing board, disciplinary committee members, and members of the representative council for learners. Disciplinary hearings and disciplinary committee meetings were observed, and documents of relevance to the study were reviewed. The findings, as reported on here, revealed that the code of conduct is the most important strategy that schools can use to enhance positive discipline. Other strategies in enhancing positive discipline include the use of a research-based positive classroom management approach; positive reinforcement; integrating community support services; modelling good behaviour; parental involvement; preventive, supportive and corrective discipline; detention; communication (incorporating professionalism and cooperation); the creation of an environment conducive to teaching and learning; and the withdrawal or withholding of privileges. The findings further revealed that positive discipline is an alternative to negative disciplinary measures, such as corporal punishment in schools. Teachers are expected to comply with, and adhere to, disciplinary policies, and to assist learners in unlearning bad behaviours and developing the necessary life skills, values, and attitudes. The participants’ understanding of the use of a code of conduct for positive discipline successfully assisted them, as teachers, in dealing with misbehaving learners, and, in turn, in developing learners’ positive self-control and self-esteem, helping them to become responsible citizens, and courageous and respectful learners, not only in the school environment, but also as members of society at large. The research findings also revealed that many participants believed using a code of conduct (positive discipline) to enhance positive behaviour was a waste of time, and ineffective. As the findings indicate, learners were found to become impervious or immune to positive disciplinary measures put in place to assist them with behavioural problems. The findings also revealed that the ineffectiveness of such a code in enhancing positive discipline could be attributed to the fact that the teachers themselves were not, to a certain degree, fully trained with regard to positive disciplinary measures. A lack of parental support and teacher professionalism, the continued use of (the prohibited) corporal punishment, poor communication, a lack of stakeholder involvement in formulating codes of conduct, a lack of positive modelling and power struggles were found to impede the use of a code of conduct to enhance positive discipline in schools. Based on the research findings, the study recommends that schools ensure that there is a sufficiently detailed code of conduct to assist teachers in addressing learners’ bad behaviour. There should also be advocacy from the Department of Basic Education, for support programmes to be put in place to assist teachers with alternative ways of enhancing positive discipline in the classroom. Awareness of how teachers are to be upskilled as regards positive disciplinary strategies, active parental involvement, and increased support for teachers, are amongst the recommendations. Ultimately, the researcher concluded that the code of conduct was a strategy that schools can use to enhance positive discipline. To this end, teachers must adhere to that code (and other positive disciplinary measures), for positive discipline to flourish in schools. , Thesis (PhD) -- Faculty of Education, 2022
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- Date Issued: 2022-03
Code of conduct for learners: A strategy for enhancing positive discipline in selected township schools in Durban, KwaZulu-Natal
- Authors: Zondo, Sindiswa Silindokuhle
- Date: 2022-03
- Subjects: School discipline
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/21736 , vital:51747
- Description: Ddeleting thos one delete 2 , Thesis (PhD) -- Faculty of Education, 2022
- Full Text: false
- Date Issued: 2022-03
Perceptions of teachers on the implementation of positive learner discipline: A case study of three primary schools in the Amathole-West Education District
- Authors: Bantom, Laetitia Anneline
- Date: 2020-06
- Subjects: School discipline , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19980 , 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. , Thesis (MEd) -- Faculty of Education, 2020
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- Date Issued: 2020-06
Strategies schools in a low-socio-economic area use to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: School discipline
- Language: English
- Type: Thesis , Masters , Med
- Identifier: http://hdl.handle.net/10948/44512 , vital:38069
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. Study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
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- Date Issued: 2019
Empowering educators to deal with challenging behaviour at high schools in poor socio-economic areas
- Authors: Forbes, Carine Madge Sybil
- Date: 2014
- Subjects: School discipline , High school teachers -- Economic conditions , High school teachers -- Social conditions , Children -- Conduct of life
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9462 , http://hdl.handle.net/10948/d1020258
- Description: Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.
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- Date Issued: 2014