School of Education Management, Policy, and Comparative Education
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Browsing School of Education Management, Policy, and Comparative Education by Author "Letuma, Motsekiso Calvin"
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Item Open Access Alternatives to establishing conducive learning environment (AECLE) model for schools: assertive discipline perspective(OpenED Network, 2024) Letuma, Motsekiso CalvinEffective classroom management necessitates a continuous adaptation of teachers' tactics, due to the dynamic nature of the classroom, which comprises learners from diverse backgrounds. These individuals are influenced by the continuous changes that occur in response to the dynamic nature of the world. This paper presents a conceptual model framework for managing learner classroom indiscipline. This model is derived from a theoretical framework that was adopted during an empirical investigation, carried out in four Quintile 3 secondary schools in South Africa. The paper exclusively concentrates on a literature review of empirical studies pertaining to indiscipline in South African secondary schools, the studies that either adopted or explored the implementation of the assertive discipline model and relevant South African education legislation and reports from government websites. Based on assertive discipline theory, the alternatives to establishing a conducive learning environment model offers alternate solutions for managing learners' behavioural issues. The core component of the strategy focuses on proactive behaviour management strategies that encourage the school to take full responsibility for student conduct and disregard extraneous influences. The model emphasises implementing a behaviour management strategy that encompasses the articulation of expectations, the establishment of classroom rules, the communication and instruction of these rules to learners, the demonstration and reinforcement of desired behaviour, and the utilisation of consequences.Item Open Access Dynamics of managing learnersโ classroom disruptive behaviour: experiences of secondary school staff, South Africa(University of the Free State, 2023) Letuma, Motsekiso Calvin; Mdodana-Zide, L.; Nhlumayo, B. S.The efficacy of the classroom environment in facilitating learning is contingent upon the teacherโs successful management of Classroom Disruptive Behaviour (CDB) and the degree to which learners adhere to the strategies the teachers use. The function of schools in influencing learnersโ good behaviour is paramount due to the intricate nature of the behavioural challenges learners encounter, which stem from the different factors. The study explored secondary school staffโs experiences in the dynamics of managing learnersโ disruptive behaviour in the classroom. The following subsidiary questions guided the study: What are the views of secondary school staff on the factors that cause learnersโ CDB in school? How do secondary school staff manage the dynamics of learnersโ disruptive behaviour in the classroom? What challenges do secondary school staff experience when managing learnersโ disruptive behaviour in the classroom? What strategies can be used to address the challenges and strengthen the management of learnersโ disruptive behaviour in the classroom? The study adopted a qualitative approach and employed interpretive paradigm as the lens and descriptive phenomenology as the design to explore staffโs lived experiences of CDB management. The study was grounded in Assertive Discipline Theory. Seven teachers and six School Management Team members were selected purposively from four quintile three secondary schools. Seven teachers formed a focus group discussion, while semi-structured interviews were conducted with six School Management Team (SMT) members. Three data-collecting instruments, namely focus group discussion, semi-structured interviews and document analysis, were used during data collection. To extract significant concepts pertinent to the generated data accurately, inductive content analysis was used to analyse data. This study found that a mix of external, school and learner factors contribute to CDB. This research offered evidence that the schools are likely to endure academic underperformance since CDB significantly affects teaching and learning.The research threw light on how schools were making concerted efforts to address CDB through various initiatives related to policy. The study also revealed that the staff members adopt ed non-policy-related approaches when managing CDB and that when the staff members confronted CDB, they experienced both internal and external difficulties. To address the schoolsโ contextual factors contributing to CDB, the study recommends that staff, especially the School Management Team (SMT), be capacitated with skills in areas like monitoring, setting up functional school committees (Disciplinary and School-Based Support Team), putting in place effective textbook retrieval systems, starting functional induction programmes for new teachers and outsourcing professional development. The study further recommends that the district set up a District Support Team to show the staff how to create effective classroom rules, implement policies related to the suspension of learners, understand the difference between discipline and punishment, and put the National School Safety Framework into place. The study also suggests that the district monitors the admission of learners in schools. The research provided evidence that there was overcrowding in schools and that such a situation propelled CDB. In addition, the study recommends that the district assist the school in establishing various athletics opportunities for learners to showcase their talents. Implementing the Screening, Identification, Assessment and Support policy should be mandatory across every school. Presently, schools are just being encouraged to screen learners. The research found that secondary schools admit learners without Screening Assessment Needs forms. Thus, such practice makes it tough to establish proactive measures to manage disruptive behaviour among learners efficiently, particularly those with severe learning impairments. The study further recommends that the admissions policy should outline the age limits for learners to be enrolled in each grade level. The policy should also expressly state that parents should enrol their children in Adult Basic Education and Training if they surpass the stipulated age restriction. The study offers evidence that older learners cause behavioural problems for teachers and their peers in the same classroom. In the context of secondary schools, the policy should specifically restrict the admission of learners who exceed the designated age limit. Presently schools can only go as far as encouraging parents to enrol their older children in Adult Basic Education and Training. There is a loophole in that parents may refuse to follow the schoolsโ suggestions. To add to existing strategies and strengthen the management of CDB, the study proposed the Alternatives to the Establishment of the Conducive Learning Environment model.Item Open Access Managing the classroom with heart: role of teacher praise in building attachment among progressed learners in underprivileged secondary schools(รniversitepark, 2025) Letuma, Motsekiso Calvin๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ/๐ฝ๐๐ฟ๐ฝ๐ผ๐๐ฒ. The scientific basis for positive reinforcement is clear: when a behaviour is accompanied by a desirable outcome, such as attention, a tangible reward, or a sensory experience, the probability of that behaviour being repeated in the future is heightened. Praise is a motivating strategy to cultivate a robust relationship between teachers and learners while promoting inclusive classroom management. Nonetheless, there is a paucity of research about the precise application of praise in South African secondary schools. This article examined learners' experiences about teachers' use of praise. ๐ ๐ฎ๐๐ฒ๐ฟ๐ถ๐ฎ๐น๐/๐บ๐ฒ๐๐ต๐ผ๐ฑ๐. The study employed an interpretive paradigm with a qualitative approach and a phenomenological, multiple-case study design. Data was collected through focus group discussions from two secondary schools in quintiles 2 and 3, with 12 progressed learners selected using purposive sampling. ๐ฅ๐ฒ๐๐๐น๐๐. The study revealed three primary themes: how learners respond to praise, the conditions prompting teachers to praise learners, and the emotions and behaviours associated with the absence of praise. The study indicated that learners experience encouragement and reinforcement towards commitment after receiving praise. Nonetheless, it also indicated that teachers predominantly praised learners for their academic achievements, resulting in progressed learners feeling marginalised due to their poor performance. The study also revealed that the absence of any kind of acknowledgement in the form of praise leads to the development of anger, deviant conduct, and a mixed-feeling attitude about attending school. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. This research offers a novel viewpoint contesting other findings that progressed learners are disruptive and unmotivated due to their expectation of automatic progression to the next grade without exerting effort. The study introduces a novel idea that teachers' use of praise may lead to exclusions, causing progressed learners to feel somewhat excluded from the school community.Item Open Access The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?(รniversitepark, 2025) Koalane, Lerato Thelma; Letuma, Motsekiso Calvin๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ/๐ฝ๐๐ฟ๐ฝ๐ผ๐๐ฒ. Educational systems have moved towards more constructive and non-violent disciplinary practices, due to the negative impact of corporal punishment on learner well-being and academic outcomes. This study explored alternatives to corporal punishment strategies employed in schools and the challenges associated with their implementation. ๐ ๐ฎ๐๐ฒ๐ฟ๐ถ๐ฎ๐น๐/๐บ๐ฒ๐๐ต๐ผ๐ฑ๐. The study adopted a qualitative approach within an interpretive paradigm, using a phenomenological multi-case study design. It was grounded in Self-Efficacy Theory. Data was collected from six teachers and four school management team members purposively selected from two quintile three secondary schools. Inductive content analysis was used to analyse the data. ๐ฅ๐ฒ๐๐๐น๐๐. The findings reveal the influence of teachersโ beliefs, professional environments, and systemic factors on using an alternative to corporal punishment strategies. These include teachers' reluctance, lack of training, and learners' attitudes toward alternatives. Low self-efficacy, often linked to inadequate training and support, was identified as a barrier to embracing new disciplinary approaches. ๐๐ผ๐ป๐ฐ๐น๐๐๐ถ๐ผ๐ป. The study concludes that the persistence of corporal punishment may be due primarily to a lack of training in alternative disciplinary measures, emphasising the urgent need for professional development initiatives focused on discipline to enhance teacher self-efficacy and promote sustainable change.