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.

M.Ed.(Educational management) / The extensive changes in South Africa since the first democratic elections in 1994 have impacted immensely on educational governance. The South African Schools Act (RSA, 1996a) has brought about a major reform in education administration by decentralizing school governance to local school communities. The Constitution and its Bill of Rights (RSA, 1996b) has also impacted significantly on all areas of school governance. School management has to take cognizance of the South African Schools Act and the Bill of Rights when developing and implementing all school policies. One of the policies that all schools must have is a disciplinary policy. Notwithstanding the requirement that every public school should have a disciplinary policy to ensure a disciplined teaching and learning environment, there is a perception amongst educators and other stakeholders such as parents that learner discipline at schools is emerging as a serious problem. This is causing many schools to become ineffective institutions of teaching and learning. The aim of this research study was to explore and describe the experiences of school managers and educators of learner discipline in the school and classroom environment, as well as to ascertain from them their perceptions of a zero - tolerance approach to managing learner discipline. This was undertaken in order to formulate principles and guidelines for school managers and educators to effectively implement a zero - tolerance management approach to learner discipline. A qualitative research design that was explorative, descriptive and contextual was employed. This paradigm was chosen because of the relative newness of the topic to be researched in the South African context. The researcher conducted focus group interviews in order to collect data. The data collected were analysed and interpreted from which various themes and categories were identified. Quotations from transcribed interviews were given to substantiate the themes and categories identified through analysis. A literature control was also undertaken whereby these themes and categories were compared further with the relevant literature and also discussed. Several categories could not be substantiated and thus reflects the unique contribution of this research study. The themes and categories that were identified by the researcher and the independent coder, and the literature reviewed, provided the basis for the proposed guidelines formulated by the researcher. The guidelines focused on two aspects, namely, principles on which a zero - tolerance management approach towards learner discipline should be based and, guidelines for educators to use in dealing with the problem of learner discipline in the classroom situation. Since this research study has been limited to the city of Johannesburg one of the recommendations made by the researcher is that further research should be undertaken on the efficacy of a zero - tolerance approach to managing learner discipline in South African schools. Future research studies on this phenomenon must be based more broadly with special emphasis on the experiences and perceptions of educators in the townships of South Africa. Also, this research study should ultimately form the basis for further quantitative research.

This study undertakes to explore challenges that rural primary schools face in the implementation of the alternatives to corporal punishment. This qualitative study gathered data through the case study approach for the following key research questions: 1. How do rural primary schools implement alternatives to corporal punishment policy? 2. What are the new experiences of principals, teachers and parents after the introduction of alternatives to old corporal punishment policy? 3. How do rural primary schools manage the implementation of the alternatives to corporal punishment policy? Interviews were conducted with educators and parents in order to collect data from three schools in the KwaNgcolosi and eMolweni areas. The qualitative approach helped the researcher to make meaning from data by seeing the bigger picture and converting the raw empirical information into what is known in qualitative research as a “thick description”. The researcher used a qualitative approach to gain a deeper and better understanding of the challenges facing rural primary schools in the implementation of alternatives to corporal punishment policy. In order to get a full picture of the challenges in schools under study the researcher obtained data through semi-structured interviews. Most educators and parents felt that misconduct was worse without corporal punishment in schools. They said that learners did not take alternatives to corporal punishment seriously, and made fun of these disciplinary measures. It was also indicated that there were dangerous conditions [such as walking alone for long distances] when detention was vi used in rural areas. There was a call to reinstate corporal punishment by most educators and parents in schools under study. In responding to the challenges in the implementation of alternatives to corporal punishment policy, educators in rural schools should be provided with guidance and training by the Department of Education on how to implement the alternative measures. Guidance educators and counsellors need to be appointed to support educators in schools. Caregivers should be allocated by the government to learners who are living alone and learners who are under the care of grandparents that are old and illiterate. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the Master of Education degree. / Educationalists throughout the ages have supported the belief that corporal punishment creates harmful effects and should be avoided at all costs. Furthermore, corporal punishment has been found to be neither effective nor permanent in stopping undesirable behaviour in the classroom. Despite the evidence however, South Africa frequently used corporal punishment for the sake of discipline, social control and even 'moral education'. In the not too distant past, it was sanctioned by law, by parents and by teachers (Rice, 1987). However, in 1994 judicial corporal punishment was outlawed and corporal punishment at schools became unconstitutional (clause 3(n) of the National Education Policy Bill, 1995; clause 22 of the Gauteng Schools Education Bill). While policy and legislatlon must play their role, this is not enough to bring about a change in the practices and perceptions of teacher's at the grass roots. An understanding of its harmful effects, and recognition of alternatives is necessary in order to bring about its complete abolishment. This study investigates teachers' and pupils attitudes to corporal punishment as well as what discipline strategies are being used and are considered effective. A sample of teachers and pupils were randomly selected from private, oommunity and public high school types. A total of 602 subjects participated in this study (240 teachers and 362 pupils). Responses to an anonymous questionnaire were tabulated and analysed. Findings demonstrated that teachers are ambivalent towards corporal, punishment, while pupils are clearly anti-corporal punishment; and support its abolishment. Teachers do report Key Words: corporal punishment , classroom discipline. alternative discipline strategies used in the classroom. / AC2017

A thesis submitted to the School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2016. / This thesis investigates a relatively under-researched area of behaviour support, namely the value and effectiveness of the Positive Behaviour Support (PBS) model (Sugai & Horner, 2002, 2009; Sugai & Simonsen, 2012) within the context of South African classrooms. Within this study, Bronfenbrenner’s bioecological framework (Bronfenbrenner 1977, 1979, 1986, 1992; Bronfenbrenner & Ceci 1994; Bronfenbrenner & Morris 1998; Bronfenbrenner & Morris, 2006) is used as a conceptual tool to understand behavioural and behaviour support challenges, specifically within selected Limpopo Foundation Phase (FP) classrooms. Given that behavioural challenges contribute to learner exclusion in schools, the thesis also draws on inclusion imperatives (DoE 2001, 2005, 2014) that support learners’ full and successful participation within schools. Following its shift from a focus on deficit and control towards a developmental approach of behaviour management, PBS was selected for its particular value within South Africa’s history of corporal punishment, as well as the country’s contextual factors of poverty and teacher (pre and in-service) under-preparedness in the area of behaviour support. The research participants for this study comprised a purposive sample of Wits School of Education FP Limpopo in-service teachers, who each participated in the inclusion module taught in year four of their undergraduate degree. The study employed a mixed-methods research design and an analysis of various data sources, namely survey questionnaires, focus group interviews, module evaluations, open-ended questionnaires, as well as classroom observations in Limpopo schools and interviews with teachers of the classes that were observed. Overall, the research findings have provided evidence to support the effectiveness of the PBS model for Limpopo FP classrooms, and in doing so, have provided useful new information for the application of the model more broadly within the South African context. The PBS model was found to be valuable and effective in helping the Limpopo teachers better understand and better manage behavioural challenges in their classrooms. Findings show that respondents believe that their ability to manage behavioural challenges were inadequate before they were exposed to the PBS model. The respondents indicated that their initial limited linear view of learners and learner behaviour support had changed. As a result of an increased awareness of various ecosystemic factors related to behaviour and behaviour support, findings revealed that respondents developed a broader, more holistic understanding of learner behaviour and behaviour support management in the context of the classroom. The PBS 4 strategies that were employed in Limpopo classrooms were however not without their challenges. The findings reveal opportunities for further research into PBS within South Africa at a schoolwide level. Furthermore, longitudinal studies that incorporate PBS as part of teacher in-service and pre-service education will provide valuable data on the growing field of PBS within South Africa. KEY WORDS Inclusion, Bio-ecological, Teacher Education, Positive Behaviour Support (PBS), Limpopo Foundation Phase Teacher / LG2018

Thesis (MTech. degree in Education.)--Tshwane University of Technology, 2010. / Determines how discipline is managed in public schools in Siyabuswa district. Sound legislation has been put in place by the state to address the issue of the management of discipline in schools. Despite the existence of all these structures, learners continue to behave contrary to the code of conduct.

Learner discipline has become a major concern in South African schools. A society of entitlement has been bred over the past 20 years. The school is an open system that influences its environment and is being influenced by it too. The most challenging concern, at least for teachers, is to create and to maintain a form of order and structure at schools. The troublesome situation has an impact on teachers as they have to spend more time addressing challenging behaviour instead of spending that time on teaching a set curriculum and syllabus. Unfortunately, teachers report feelings of being ill-prepared to deal effectively with the challenging behaviour of learners in schools. Hence it is imperative to consider strategies to foster school discipline to manage and modify challenging behaviour in schools. To date, most researches have shown a major paradigm shift from the punitive disciplinary measures of the past towards a rather preventive and more positive approach. It became inevitable that learner discipline should be correctional and educational – especially after the abolishment of corporal punishment in South African schools. An increase attention has started to concentrate on early identification and prevention of challenging behaviour and on strategies to resolve such behaviour at its earliest appearance. Some of the guiding determinants for this positive approach are vested in maintaining a safe, harmonious and orderly environment that is conducive to teaching and learning. The outcry is to promote and encourage discipline amongst learners. An approach that has been termed school-wide positive behaviour intervention and support seems to address most of the challenging behaviours. Through the use of document analysis, observation and group interviews school-wide positive behaviour intervention and support was embraced. The findings further revealed that through proper planning, implementation strategies, and in-service training positive behaviour approach can be implemented in schools as framework for school discipline in primary schools. School-wide positive behaviour intervention and support will contribute successfully in managing and modifying challenging behaviour, fostering discipline in schools, and to educate learners in the habit of accountability and responsibility for their actions without using punishment following specified rules. Doing so some of the critical and developmental outcomes of education in South Africa will be realized. Although research in this area is limited, there are encouraging signs that a coordinated adoption of validated practice could substantially reduce challenging behaviours and thereby enhance the social and emotional well-being of learners in today’s society.

The study analysed the management of disciplinary approaches to classroom management in selected Northern Areas schools in Port Elizabeth, South Africa. The South African education system has historically promoted corporal punishment as a means of maintaining discipline. As a result corporal punishment was an integral part of schooling for most educators and learners in twentieth century South African schools (Morrel, 2001b:292). Since 1994, however, the South African government has implemented principles of equity, redress and social empowerment in broader society and education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. The study followed a qualitative investigation, which is explorative, descriptive and contextual, using interviews with educators and questionnaires with learners to collect data at selected schools. The study’s aim was to investigate and explore the perceptions and experiences of learners and educators regarding discipline and to make recommendations regarding proactive, positive disciplinary approaches so as to guide educators to facilitate learners towards self-discipline. However, it was discovered that educators were unable to facilitate self-discipline or guide learners as they themselves had not learnt to practise and demonstrate the values and principles of self-discipline. This study thus has as its intention to challenge educators to review and refocus their ways, motives and expected outcomes as they demonstrate and exercise discipline.

Discipline in the government schools in South Africa has deteriorated during the past fifteen years. There are many different reasons for that. The aim of this study was to develop a uniform programme of discipline which can be used for application in all ten schools in the Bitou area. To reach this aim, the following procedures were followed: • A study has been done regarding the supporting role of the Bitou 10 foundation in the designing and management of a uniform discipline program. • A summary of the disciplinary problems in government schools has been given with possible reasons why discipline has deteriorated. • A study has also been made of various programs of discipline which have been used in various countries in the past. Certain aspects of those programmes have been used in this study to compile an effective programme of discipline for all the schools in the Bitou area. • Criteria for a positive discipline program have been put together. This study has been done in the Plettenberg Bay area. This area has ten schools which include primary- and high schools, single medium- and double medium schools, multi-cultural and mono-cultural schools and also some schools which have hostels. This study showed that not all schools in the Bitou area follow the same disciplinary programme. This study also makes recommendations on the possible implementing of such a uniform system of discipline. This study does not only show what the role is of the principal and teachers responsible for discipline, but also indicates the role and task of the parents and the community. Research on the application of discipline can never end because new ideas and methods will always be found to create an ideal programme in order to make the process more effective.

The purpose of this study is to look at instilling discipline of learners at schools after corporal punishment was abolished by identifying causes of disciplinary problems, alternatives to corporal punishment, and the attitudes of learners, teachers and parents towards alternatives. Data were collected through questionnaires, interviews and observation. Data were collected from learners, teachers and parents. Two neighbouring schools in the Mthatha District of Education were used. A qualitative research approach was used in the study. Findings reveal and support literature consulted that there is a wide range of causes of disciplinary problems at schools. According to the findings, the outstanding difference between respondents on causes of disciplinary problems was on home background. Learners are not in agreement with literature, teachers and parents who all agree that background is the cause of misbehaving of learners at school. The study reveals that learners, teachers and parents hold different views about alternatives to corporal punishment. While teachers, parents and literature are in agreement on using parental involvement as an alternative to caning, learners do not want parents to be involved. Teachers, the findings reveal, are not in favour of alternatives that need to be supervised by them. The final outcome of this study focuses on positive alternatives to corporal punishment. These include parental involvement, manual work, the application of school rules and enforcement of the code of conduct. Learners would also like to be disciplined and parents are in favour of being involved in the maintenance of discipline in schools.