The problem of this study was to develop and prepare a data processing system that would report, catalog, and file information pertaining to discipline of students referred to the principal. The purposes of the study were to develop a systematic approach to the reporting of disciplinary incidents, to develop a system of reports that could show what actions were being taken in specified areas and that could provide a cross reference of this information with other data, and to provide a system whereby information concerning disciplinary problems and actions taken could be compiled for a future longitudinal study.

The thesis is concerned with free-time activities of elementary school pupils with a special emphasis on its influence on discipline at school. The aim of the thesis was to gather experiences of elementary school teachers with disciplinary probloms in pupils, to survey how pupils spend their free-time and to assess whether free-time activities can significantly influence behaviour of pupils at school. Theoretical part is focused on the terms "free-time" and "discipline" and is based on scientific literature. It shows functions of discipline, sense of its norms, causes of disciplinary problems and their displays. It also outlines ways of disciplinary problems prevention, characterizes education outside school and free-time facilities. In practical part are results from a questionnaire-survey and interviews about disciplinary problems of elementary school pupils and about ways in which they spend their free-time. These findings have been analyzed form both - pupils and teacher - aspects.

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The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The way in which educators’ competency to enforce disciplinary measures in the classroom is influenced by learners’ fundamental rights is investigated in this study. An in-depth literature study was conducted, and questionnaires and semi-structured interviews were used to collect data at five rural high schools in the Southern Cape. The research findings indicate that participants’ understanding of the stipulations of important relevant acts and government notices is insufficient to manage problem situations regarding discipline with confidence. There is undoubtedly a need for information sessions and/or workshops that not only convey information on a theoretical level, but apply the stipulations of relevant legal sources and the principles of effective classroom management to educators’ daily classroom situations in a practical and functional way. A positive approach to discipline and restorative disciplinary measures that are based on respect and the positive development of learners are upheld, and various important principles that will promote more effective classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)

The diploma thesis deals with the university education of future Primary School teachers in the area of coping with the pupils' discipline problems. Its aim is to analyse the current state of teaching in this field, to find out the students' perspective on their preparation and to propose ways of solving the current situation within the Framework of future Primary School teachers' preparation and its effectiveness. This work is partnof the University project GAJU 154/2016/S "Preparedness of students and fresh graduates from Faculty of Education of South Bohemian University for solving educational problems of pupils".

This study aimed to explore the present state of educational administration scholarship in Turkey as perceived by the educational administration scholars working actively at universities in Ankara. In this study, qualitative research technique was employed. It was conducted in Educational Administration Programmes of Departments of Educational Sciences at the three state universities in Ankara. The participants were 8 professors, 1 associate professor and 10 assistant professors from Ankara University, Hacettepe University and Gazi University. The main data collection instrument was the semi-structured interview. The data were analyzed using content analysis technique. Based on the review of the literature and the results of the study, the findings revealed that the present state of the educational administration scholarship is in kind of a turmoil related with some concerns and problems in the field as perceived by the scholars in Ankara.

The thesis is focused on exploration of beginning teacher in primary school, and in terms of its readiness for a meeting with pupils' discipline problems. The aim of the thesis is to determine the level of readiness of beginning teachers in primary schools to solve disciplinary problems in the class. The other goal is to consult the undergraduate training of beginning teachers, and answer the question to what extent they are prepared for disciplinary problems in practice by the college. Another goal is to determine the real readiness of beginning teachers to solve problematic behavior of pupils, and in terms of real and outlined cases.