The BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?

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dc.contributor.authorKoalane, Lerato Thelma
dc.contributor.authorLetuma, Motsekiso Calvin
dc.date.accessioned2025-04-16T09:30:42Z
dc.date.available2025-04-24T06:56:53Z
dc.date.issued2025
dc.description.abstract๐—•๐—ฎ๐—ฐ๐—ธ๐—ด๐—ฟ๐—ผ๐˜‚๐—ป๐—ฑ/๐—ฝ๐˜‚๐—ฟ๐—ฝ๐—ผ๐˜€๐—ฒ. 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— ๐—ฎ๐˜๐—ฒ๐—ฟ๐—ถ๐—ฎ๐—น๐˜€/๐—บ๐—ฒ๐˜๐—ต๐—ผ๐—ฑ๐˜€. 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. ๐—ฅ๐—ฒ๐˜€๐˜‚๐—น๐˜๐˜€. 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. ๐—–๐—ผ๐—ป๐—ฐ๐—น๐˜‚๐˜€๐—ถ๐—ผ๐—ป. 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.
dc.description.versionPublisher's version
dc.identifier.citationKoalane, 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
dc.identifier.doi10.22521/edupij.2025.15.122
dc.identifier.issn2147-0901 (print)
dc.identifier.issn2564-8020 (online)
dc.identifier.urihttps://doi.org/10.22521/edupij.2025.15.122
dc.identifier.urihttp://hdl.handle.net/11660/13039
dc.language.isoen
dc.publisherรœniversitepark
dc.relation.ispartofEducational Process International Journal
dc.rights.holderAuthor(s)
dc.rights.licensehttps://creativecommons.org/licenses/by/4.0/
dc.subjectClassroom management
dc.subjectCorporal punishment
dc.subjectDiscipline
dc.subjectSecondary schools
dc.subjectSelf-efficacy
dc.subjectBELA
dc.titleThe BELA Amendment and discipline in schools: rhetoric or real change in combating Corporal Punishment?
dc.typeArticle
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