Exploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district
| dc.contributor.advisor | Gcelu, N. | en_ZA |
| dc.contributor.advisor | Hamilton, J. | en_ZA |
| dc.contributor.author | Swanepoel, Maryna Adriana | en_ZA |
| dc.date.accessioned | 2025-01-08T13:05:29Z | |
| dc.date.available | 2025-01-08T13:05:29Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Management and Leadership))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Sustained 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.uri | http://hdl.handle.net/11660/12927 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Misbehaviour | en_ZA |
| dc.subject | Principal | en_ZA |
| dc.subject | School Governing Body (SGB) | en_ZA |
| dc.subject | Head of Department (HOD) | en_ZA |
| dc.subject | Level one teacher | en_ZA |
| dc.subject | Learners | en_ZA |
| dc.title | Exploring the collaborative roles of stakeholders to sustain discipline in selected primary schools in the Motheo district | en_ZA |
| dc.type | Dissertation |