Little research is available in South Africa regarding discipline with young children in families. In order to understand the various influences acting upon discipline within a family, it is important to understand the influences acting upon the family system. The current research proposes to understand parents’ perceptions of disciplining children in the age range of 2 to 5 years, the methods they use and the factors they perceive as influencing their methods of discipline. The proposed study will make use of Bronfenbrenner’s Ecosystemic Theory of Human Development as the guiding theoretical framework in exploring and describing this research area. The study will use semi-structured interviews with parents to obtain qualitative data. The data obtained from the participants will be analysed by using content analysis.

Numerous teachers in South Africa are experiencing ill‐discipline within the classroom environment. They are not receiving the necessary support and guidance from the relevant departments, and thus, rely on their own reactive measures to manage the disruptive behaviour present in the classroom. Previous studies have shown that the South African Education Department has not provided all teachers with the necessary training needed to implement the new discipline strategies proposed by the Department of Education. Therefore, teachers rely on what they perceive to be effective in maintaining discipline, which is an indication of their personal teaching philosophy, as they base their own knowledge on what they have experienced and learnt in the past. This study followed a qualitative enquiry, which is descriptive and explorative. The data generation tools that were utilised for the study were, ‘drawing’ and ‘photo album’, both of which represent visual methodology activities. Furthermore, the primary aim of the study is to determine the underlying teaching philosophies that inform selected township teachers’ approaches to discipline in their classrooms. However, the findings indicated that the use of corporal punishment is still visibly prevalent in this township school. Even though it was revealed that the prominent teaching philosophy was not that of fundamental pedagogics, but featured somewhere in between the humanising pedagogy and Noddings’ theory of caring, the effects of teaching during Apartheid under the principles of fundamental pedagogics is still existent in the township.

Employers often wrestle with whether or not to suspend an employee and the issue is what needs to be done before an employee could be suspended. Suspending an employee means to deprive him or her from entering the work place for a period of time, due to alleged misconduct which, due to the nature of the alleged misconduct and in the opinion of the employer, warrants the employee not to be in or near the workplace. Section 23 of the Constitution of the Republic of South Africa, affords every employee the right to fair labour practices and this right should be affected by the Labour Relations Act, 1995 (LRA). Unfortunately the LRA only deals with the unfair suspension under the definition of an unfair labour practice in section 186(2) by stating that the meaning of unfair labour practice is any act or omission that arises between an employer and an employee involving the unfair suspension of an employee or any other unfair disciplinary action short of dismissal in respect of an employee. The focus of this document thus is to scrutinise the lack of legislative guidelines relating to the procedural fairness of suspension of employees. It would thus necessitate an overview of the nature of suspension which would be discussed in length by way of referring to the right to suspend an employee as well as the application of the courts in such cases, the distinction between suspension as a preventative, or as a punitive measure and the possibility of suspension resulting in an unfair labour practice. The distinction between preventative and punitive suspensions are highlighted. Since it is not clear when, how and for how long an employee may be suspended, in the absence of clear guidelines, employers have to turn to the courts’ interpretation to get the necessary guidance on the application of a suspension. In order to ensure that the employer, experiencing unnecessary difficulty with the implementation of procedural fairness of suspensions, in a meaningful way, be assisted by the proposal that legislature consider to address this by including clear guidelines under Item 3 of Schedule 8 of the LRA.

So many efforts have been made, both at the legislative and policy-making level to ensure that learner discipline is handled more effectively and moves away from corporal punishment, which was the norm before the enactment of the current South African Schools Act. Some of the provisions of the Act stipulates that each school is responsible for setting up its own Disciplinary Code suited to its environment and developed in conjunction with relevant stakeholders like parents and other community leaders. The Act also makes provision for the setting up of structures such as the School Governance Body (SGB) and the School Management Team (SMT). A number of scholars have provided some insights on the issue of school discipline. Several of them have reported that in their research, several schools cited the lack of learner discipline as one of the problems hampering effective teaching and learning. The study, using various literature further attempts to make the distinction between discipline and punishment, stressing that the former is a process that uses teaching, modelling, and other appropriate strategies to maintain behaviour necessary to ensure a safe, orderly and productive learning environment by changing unacceptable behaviour to acceptable behaviour. On the other hand, punishment is a facet of discipline that involves action taken in response to inappropriate behaviour in order to correct or modify it, and to restore harmonious relations. Therefore punishment is a penalty or corrective measure inflicted on a person who has transgressed at school and is guilty of misconduct. The literature also shows that there are many difficulties and problems associated with implementing the discipline policy in South African schools in respect of the code of conduct. As a result, incidences of violence, gangsterism, stabbings, assaults on teachers and the rape of girls are quite common. Other researchers like Harber (2001) shows that such cases are actually increasing. Some findings from the research include the fact that there is no universally understood and clear definition of discipline which means it is interpreted differently 5 page with both learners and educators. Consequently, they perceive problems differently and come up with different solutions. Generally, both parties are of the opinion of the fact that the whole disciplinary process is not working as effectively as it should. The primary recommendation therefore is to review the whole policy and the statutory instrument in which both learners and educators base on the policy so that it reflects the current situation and takes cognisance of the challenges faced.

The purpose of the study is to determine how the teacher discipline system in British Columbia changed as a result of Bill 20, the Teaching Profession Act and Revised School Act of 1987. The nature of the discipline system both before and after Bill 20 was described and the significance of changes to the education community indicated. Before 1987, teacher discipline was governed by a statutory model, pursuant to provisions of the School Act The current system, a collective bargaining model, is governed by the Industrial Relations Act, 75 collective agreements, and arbitral jurisprudence. The study reviews differences in those two systems both generally, and specifically. An analysis of legislative frameworks governing teacher discipline across Canada, as well as a brief overview of the American system, allows the conclusion that the B.C. teacher discipline system is one of a kind in North America and not likely modeled after any other on the continent. To compare the two teacher discipline systems and also to describe them in relation to theoretical concepts, the following were analyzed: (1) legal frameworks governing employer-employee relationships in general, theoretical concepts used to describe employee discipline systems, and studies of employee discipline, especially in the unionized environment and in the case of teachers, (2) decisions of all boards of reference and review commisions prior to 1988, (3) all reported B.C. teacher grievances, specifically discipline-related grievances, and arbitration awards between 1988 and 1991, (4) collective agreement provisions in effect in 1991 related to matters of teacher discipline, (5) critical arbitral jurisprudence on employee (and teacher) discipline, and (6) B.C. teacher discipline cases before 1988 which fell outside the regulated system but resulted in court decisions. The study concluded that the previous teacher discipline system in B.C. was an inferior system, unfair and patronizing at best, but biased against teachers, and open to political manipulation at worst. Only limited teacher discipline decisions prior to changes in legislation were appealed, and even then, often to inexperienced and non-objective bodies. The current system promises to provide more regulated, predictable, and fair treatment, although more knowledge, skills, training and personnel are required to manage the system. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This paper critically re-examines the long held belief that parties in the first decade after Confederation were rather loose coalitions of provincial and ethnic factions, and that they were, on the whole, rather undisciplined. Taking as the focus for criticism Escott Reid's work during the 1930's on the development of national parties in Canada, this paper first presents his arguments (and of those who accept his thesis); following this perusal, the paper turns to the creation and examination of an "alternative thesis", one which argues that parties in the early post-Confederation period were, in fact, fairly cohesive. Unlike most other work done in this area, this paper is based largely upon an analysis of empirical evidence. The core of this paper lies in a comprehensive examination of the individual and collective voting behaviour of all M.P.'s on all divisions recorded during each of the first three parliaments (1867-1872; 1872-1874; 1874-1878). By undertaking such an examination it is possible to discern precisely the degree to which parties were, or were not, fairly cohesive voting blocs. In addition to examining the overall loyalty of M.P.'s to their party leader, a number of highly salient and critical issues have been singled out for further examination. The findings of this paper prove quite interesting. Contrary to orthodox opinion, we find that the two parties were, in fact, fairly cohesive voting blocs even as early as 1867. The main core of Reid's thesis having been critically reexamined (and somewhat disproved) the writer turns to a critique of several of Reid's other arguments. While the arguments presented by the writer are largely of a speculative nature, their intended purpose is merely to present alternatives to those presented by Reid, and to show that there may be other explanations for the supposed tightening up of party lines after 1878. / Arts, Faculty of / Political Science, Department of / Graduate

This is a study of the opinions of industrial arts teachers(presently teaching in the Fort Worth Public Schools, Fort Worth, Texas) concerning factors affecting discipline in industrial arts laboratories.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Masters of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2013 / The aim of this study was to pursue an investigation into educators’ perception of discipline in rural high schools. To establish educators’ perception of discipline in high schools and to investigate the role code of conduct of learners plays in exercising effective discipline in secondary and high schools. From the literature study it became clear that the purpose of discipline is to maintain order by assisting learners to realise the value and necessity of obeying disciplinary rules and to accept responsibility for their behaviour. The purpose of discipline rules in schools (code of conduct for learners) is to establish an orderly, safe and productive school environment, devoted to a culture of teaching and learning. Therefore, effective implementation of discipline rules will promote positive discipline, self-discipline and exemplary conduct as learners learn by observation and experience. For the purpose of the empirical investigation a self-structured questionnaire completed by educators in secondary and high schools, was utilised. The questionnaires were analysed by means of descriptive statistics. In conclusion, a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Preventative approaches to manage discipline in the classroom. Emphasis to be placed on positive discipline which teaches learners self-discipline, tolerance and accountability. • Techniques of discipline, procedures to deal with discipline; alternatives for punishment. • Workshops that will cater for all educators in identifying forms of discipline be organised. • Short courses that focus on strategies to exercise discipline in the classroom be conducted. • School environment should take advantage of technological advances and install security cameras that assist to detect learner indiscipline as educators cannot be everywhere at any given time.

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2015 / What educators do or can do to handle certain occurring misbehaviour in the classroom was the main subject of this study. The aim of this study was to explore or investigate the disciplinary measures the ‘Intermediate, Senior and Further Education and Training Phase’ educators in UMkhanyakude district were making use of to handle undesirable behaviour with the purpose of discovering alternative disciplinary measures that would be consistent, possible to implement and effective in dealing with different learners within the classrooms without inflicting any physical, emotional and psychological pain. A questionnaire which had closed-ended and open-ended questions was developed and distributed among 54 educators (52 educators responded) who were located around Mtubatuba Town, KwaMsane Township and UMpukunyoni Area. With the same questionnaire, out of 9 members of the School Management Team located in selected places, 6 were interviewed. Data was quantitatively and qualitatively analysed. Quantitative data was coded and entered into SPSS. This study examined the research findings on the application and the frequency of certain methods of handling misbehaviour; actions taken when a certain misbehaviour occurs and the effectiveness of those actions. Significant themes that emerged from actions taken by participants when learners misbehaves and participants’ recommendations on what they consider preferable were identified for qualitative analysis. The study findings revealed that participants did make use of certain methods with the intention of either inflicting physical, emotional or psychological pain so that the misbehaviour can be stopped. The findings revealed that the methods that were implemented caused some discomfort, most of them did not permanently stopped misbehaviour. The study recommends that parental involvement and code of conduct be made use of to handle misbehaviour. The participants did not reveal any discomfort brought by the implementation of parental involvement and code of conduct.

Submitted in partial fulfillment for the requirements of the Degree of Master of Education in the Department of Foundations of Education in the Faculty of Education at the University of Zululand, 2002. / The research examined the impact of discipline on learner performance in KwaZulu-Natal. This study made use of questionnaires and interviews to determine whether discipline has any impact on learner performance. On the basis of views from respondents, the study concluded that in the areas studies learner-performance is indeed influenced by discipline. Further than that, there was a high percentage of respondents who suggested that in restoring discipline in schools, societal background of learners must be taken into consideration.