Exploring the experiences of primary school teachers’ implementation of the Alternatives to Corporal Punishment Guidelines (2000)

Abstract

Globally, there is a challenge of learners’ indiscipline. Most teachers find it difficult to uphold and enforce learner misconduct since the South African Schools Act (SASA) (Act 84 of 1996) outlawed corporal punishment in South African schools. Teachers have had to deal with disruptive students, which makes it challenging to conduct effective instruction in the classroom. The purpose of this study was to explore the experiences of primary school teachers in applying the Alternatives to Corporal Punishment Guidelines (ACPG) (2000). Informed by Ubuntu Theory of Management, I located my study within the interpretivism paradigm as a lens to couch it. I used the qualitative research approach and case study as a research design. Six teachers and two SGB members were interviewed in semi structured interviews. Critical Policy Analysis was used to analyse the ACPG (2000). Findings from this study show that the ACPG (2000) is not a one-size-fits-all. Participants claim that these tactics do not always succeed. Furthermore, the findings also indicate that no appropriate professional development has been provided to assist instructors in promoting the ACPG (2000). The study is significant as it furnishes insights into the obstacles encountered and possible options for support during the implementation of the ACPG (2000). I recommend that Future researchers should conduct studies in multiple schools, involving teachers and principals, to investigate ill-behaved students in rural, urban, and suburban areas. They should also explore the hiring of social workers and psychologists and collaborating with policies for daily monitoring to address substance addiction