Exploring the enhancement of disciplinary processes in Botshabelo primary schools
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Date
2021-02
Authors
Mothai, Sellwane Annah
Journal Title
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Publisher
University of the Free State
Abstract
The objective of this study was to explore the possible strategies that could be used to address problems of poor learner discipline in primary schools based in Botshabelo, Mangaung Metropolitan District in Motheo Education jurisdiction. The researcher employed a qualitative approach where semi-structured interviews were conducted with the six participants who were qualified educators at the respective schools, with each of them having varying teaching experience. The results of the study, emanating from thematic analysis revealed that there are indeed disciplinary problems experienced at the primary schools, but the magnitude and intensity varied across. They mentioned challenges such as disruptive classroom behaviour, vandalism, non-adherence to the school’s code of conduct, defiance of school authority, etc. Participants held the opinion that the use of adverse punitive measures, such as corporal punishment should be avoided at all cost, as it is illegal in South Africa. They emphasized that effort should be placed in using positive disciplinary measures, such as pep talks, collaborative decision- making and using the both the Alternatives to Corporal Punishment and SASA documents as a guiding tool to implement discipline in schools. This study made the following recommendations for future research: The use of a larger sample to ensure representativeness, the use of both quantitative and qualitative methods of data collection to maximize validity and reliability. Thirdly, future research should explore the causes of disciplinary problems in in order to generate more data. Lastly, the study recommends that future research to be conducted in other districts in the Free State province.
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Keywords
Dissertation (M.Ed. (School of Education Studies))--University of the Free State, 2021, Teacher leadership, Continuous Professional Development, Sustainable Teacher leadership, Leadership succession