Exploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district

dc.contributor.advisorGcelu, N.en_ZA
dc.contributor.advisorHamilton, J.en_ZA
dc.contributor.authorSwanepoel, Maryna Adrianaen_ZA
dc.date.accessioned2025-01-08T13:05:29Z
dc.date.available2025-01-08T13:05:29Z
dc.date.issued2023en_ZA
dc.descriptionDissertation (M.Ed.(Management and Leadership))--University of the Free State, 2023en_ZA
dc.description.abstractSustained discipline for learners is very important for successful teaching and learning. It is of increasing importance that all stakeholders – school principals, parents, teachers, and learners – become involved with enforcing discipline in the school. Control of learners’ behaviour by the various stakeholders is problematic. Resultantly, there is a growing tendency of school principals and teachers resigning their careers. The aim of the study is to explore the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district. There is a lack of cooperation among the various stakeholders to sustain discipline in their schools. Consequently, this study endeavoured to determine the extent to which the various stakeholders practised collaborative roles in sustaining discipline in the school environment. The community's contribution as stakeholders in sustaining discipline in the school was also investigated. The study was undertaken at four primary schools in the Motheo district. The qualitative research approach, as well as the theory of Freud as the theoretical approach, was used in this study. The interpretivist paradigm was employed for the collection process of the data. This included semi-structured interviews with HOD’s and teachers as well as open-ended questionnaires filled out by the school principal, SGB and two learners. The results thus obtained through the various participants indicated that varying strategies were implemented by participants to eradicate misbehaviour in schools and to sustain discipline in place thereof. The main cause of misbehaviour is also discussed from the data gained through the investigation, and categories and themes have been identified. The investigation of the lack of discipline in schools, as well as the possible stumbling blocks that contributed to the problem, formed the basis of this study. The findings proved that there was a lack of cooperation in sustaining discipline at the schools participating in the investigation. The co-operation of the community in this respect was also found to be negligible. Recommendations suggested as a result of the study are that the different stakeholders should co-operate in sustaining discipline in the school environment. Non-punitive forms of discipline should be used to motivate learners.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/12927
dc.language.isoen
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectMisbehaviouren_ZA
dc.subjectPrincipalen_ZA
dc.subjectSchool Governing Body (SGB)en_ZA
dc.subjectHead of Department (HOD)en_ZA
dc.subjectLevel one teacheren_ZA
dc.subjectLearnersen_ZA
dc.titleExploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo districten_ZA
dc.typeDissertation
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