The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?
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Date
2025
Authors
Koalane, Lerato Thelma
Letuma, Motsekiso Calvin
Journal Title
Journal ISSN
Volume Title
Publisher
รniversitepark
Abstract
๐๐ฎ๐ฐ๐ธ๐ด๐ฟ๐ผ๐๐ป๐ฑ/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.
Description
Keywords
Classroom management, Corporal punishment, Discipline, Secondary schools, Self-efficacy, BELA
Citation
Koalane, L. T., & Letuma, M. C. (2025). The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?. Educational Process: International Journal, 15(2025), e20250122. https://doi.org/10.22521/edupij.2025.15.122