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Teacher's management of learner discipline in a primary school in the Phoenix District.Singh, Nirasha. January 2012 (has links)
This study set out to explore how teachers at a primary school in the Phoenix area in Durban manage discipline problems among learners. I employed a qualitative approach to collecting data. This facilitated meaning making from the data by considering the bigger picture and converting the raw empirical information into what is known in qualitative research as ‘thick description’. The two main methods used were observations and face-to-face, semi-structured interviews. A series of semi-structured interviews with probing questions for clarity were used extensively, with each interview lasting approximately 40 minutes. The sample size was five participants. Participants were teachers purposively chosen from the researched school, all of whom resided in the Phoenix district. Data analysis of the responses to the open-ended interview questions were categorised and were inductive in establishing themes through the process of coding. These themes were then organised into increasingly more meaningful units of knowledge. Three broad findings emerged. The first is that many teachers use a heavy handed approach to manage discipline problems among learners. The second is that other teachers used a softer, more ‘gentle’ approach in handling discipline problems. The third is that the school policy does not seem to have the desired effect in terms of assisting teachers to manage discipline problems. While I arrived at these findings from my observations as well as from the interviews with teachers, it should be pointed out that some teachers, who may have subscribed to ‘softer’ forms of discipline, might also occasionally use a ‘tougher’ approach. Furthermore, other teachers who were routinely ‘tough,’ might have a ‘soft side’ (at times). This study recommends that a sound understanding of the learners’ local context and backgrounds will equip teachers to formulate practical ways to manage discipline which will act as a guiding tool in eradicating the problems that originate from having to make decisions in the absence of a firm set of principles. An appropriate discipline system should be established by teachers of their own accord and engineered to suit their personalities and the realities of their learners, the community and the school. / Thesis (M.Ed)-University of KwaZulu-Natal, Durban, 2012.
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The challenges of managing learner discipline : the case study of two schools in Pinetown district.Nene, Florence Zandile. January 2013 (has links)
This study investigated the challenges of managing learner discipline. A case study was
conducted in two schools, the secondary and the primary schools in Pinetown District in
KwaZulu Natal. The aim of this study was to investigate what challenges educators face in
the management of learner discipline. This qualitative study was set in the interpretivist
paradigm. The research tools compromise of semi-structured interviews and documents
review. The theoretical frameworks that inform this study are behavioural modification
model by Skinner, (1992), The Choice theory by Glasser, (1998) and assertive discipline
model by Canter, (2007). International and local literature that foregrounds and supports the
study were reviewed. Analysis of different contexts was made to inform the challenges of
managing learner discipline problems in schools. The findings of this study revealed that
teachers from very different schools, primary and secondary, felt that learners were becoming
more unruly and less respectful than they used to be in the past. They further stated that the
lack of discipline among learners makes it impossible to teach effectively.
Educators identified some of the challenges they face such as bullying and intimidation,
sexual harassment, drugs and alcohol abuse and carrying of dangerous weapons to schools.
Furthermore, the findings revealed that lack of parent involvement in school, home and
family background, abuse of various types, balance between learner rights and
responsibilities, peer pressure, the role of media and politics were the biggest cause of
disciplinary problems. Educators suggested that alternatives measures to corporal
punishment were not very effective in curbing learner indiscipline in schools. They found it
difficult to choose and implement the correct alternatives to corporal punishment.
Some of the recommendations based on the findings are that, at the beginning of the school
year, the principal and educators should orientate learners about the code of conduct and
school rules. Rules and the consequences of breaking them should be clearly indicated to
learners during assembly. Active parental involvement in the lives of their children is crucial
for the management of discipline at school. Teachers should acquaint themselves and learn
to know learner home backgrounds in order to understand learners they are dealing with. In-service
workshops for all teachers across the country to be trained in alternatives to corporal
punishment should be organised by the Department of Education. Professional support i.e.
psychologists or educational counsellors should be increased to support schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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