Palmer, JuneManamela, Moeti George2022-02-032022-02-032021-07http://hdl.handle.net/11660/11386In this study, the researcher explored the collaborative leadership strategies to improve learner discipline in schools, further aimed at assisting educators, school management teams and school governing bodies on how to use collaborative leadership strategies to improve learner discipline in schools, in order to ensure effective teaching and learning and a safe school environment in schools. In this study, a literature search on national, continental and international sources was conducted on how educators, school management teams and school governing bodies can use collaborative leadership strategies to improve learner discipline in schools. To best explain the natural progression of the phenomenon under study, namely collaborative leadership strategies to improve learner discipline in schools, transformative learning theory was applied to the study. The study employed a qualitative approach to how collaborative leadership strategies may be effective in improving learner discipline strategies in schools. Individual, in-depth interviews and focus group interviews were employed to collect data from participants. They comprised of five educators from two schools in Bloemfontein (two educators of one school participated as educators and as school governing body members, five school management team members from two schools in Bloemfontein, as well as three school governing body members from one school in Bloemfontein). The researcher analysed data using codes and themes that emanated from the data.Key findings of the investigation revealed that learner code of conduct is used as a learner discipline strategy, because it is a form of legislation that reflects the democratic principles of the Constitution (Republic of South Africa, 1996(b)) by supporting the values of human dignity, equality and freedom. Learners’ lack of discipline is a challenge encountered by schools when they implement learner discipline strategies, because learners’ lack of discipline contributes to learners’ aggressive behaviour and during detention a learner is required to remain in a presumably undesirable place for a specified amount of time, outside school hours.enCollaborative leadership strategies and learner’s disciplineSchool managementGoverning bodiesLearner discipline in schoolsDissertationUniversity of the Free State