Thesis (Th. M.)--Grace Theological Seminary, 1982. / Abstract. Includes bibliographical references (leaves 71-75).

Th. 3e cycle--Sci. de l'éduc.--Paris 5, 1980.

Indiscipline in schools has been so pervasive that in many instances, learning and teaching have become difficult, if not impossible. There are so many reports of indiscipline in schools that school authorities are continuously trying to find solutions to this catastrophic phenomenon. It is believed that the lack of discipline in schools is a major contributing factor to the failure rate and poor performance of learners. The purpose of the study is to investigate whether indiscipline in township schools has a negative impact on the performance of learners in those schools. There are reports that there is an unacceptable and ruinous level of indiscipline therein. The targeted participants in the research are principals and educators from five senior secondary schools of KwaNobuhle Township, Uitenhage. The participants were purposely selected because of their many years of teaching experience and working with learners. Qualitative and quantitative approaches were used to collect data from participants. Data collection instruments consisted of interviews done with participants and questionnaires filled in by the aforementioned stakeholders. This evidence showed that there are many learning and teaching hours lost due to direct indiscipline and dealing with discipline. This subsequently renders learning and teaching ineffective. It is obvious that, once teaching and learning is ineffective, this will, definitely result in the poor performance of learners and high rate of failure. The study recommends that serious and urgent steps must be taken to minimize or eradicate the menace of indiscipline in these schools as soon as possible. Indiscipline cannot be ignored or taken lightly because there are already so many other structural misfortunes in the education system that are stumbling blocks to the academic achievements of township learners, namely, socio-economic conditions, crime, drugs, alcohol and unemployment. As long as discipline is a problem in the township schools, learners will perpetuate to perform poorly and the failure rate in these schools will rise.

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education in the Faculty of Education at the University of Zululand, South Africa, 2012. / The aim of this study was to pursue an investigation into educators’ perceptions of discipline in rural high schools. From the literature review it became clear that educators are of the view that most schools in the country lack effective discipline which has a negative effect on teaching and learning. Discipline in school is a prerequisite for order and harmony in schools and classrooms and successful teaching and learning. Discipline problems differ between schools, grades and classrooms. Schools in rural areas are characterized by a number of factors that negatively influence the delivery of quality education. Factors such as poverty, poor infrastructure and lack of teaching resources make it very difficult to create a stimulating teaching and learning environment. One of the consequences of such a deprived educational environment is lack of discipline. The purpose of effective discipline in schools is to create an atmosphere conducive to teaching and learning. Discipline in schools maintains order and learners discover the value and necessity of obeying realistic rules and accept responsibility for their behaviour. Discipline problems in school are caused by the disruptive behaviour of learners that affects the fundamental rights of other learners and educators to feel safe. The aim of discipline rules or a code of conduct for learners in schools is to establish an orderly and productive school environment committed to quality education. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilized. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings from the literature and empirical study and the following recommendations were made: • Good behaviour must be inculcated in learners by means of positive and constructive discipline in schools. • A code of conduct for learners must be enforced to regulate learners’ behaviour.

Submitted in fulfillment for the requirements of the Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1986. / The researcher felt disturbed by the problem of discipline in Black secondary schools. This is explained in Chapter 1. The researcher,being aware of the fact that the issue of discipline is actually a multidisciplinary study, decided to look at it from a pedagogic-didactic perspective. Because of the multidisciplinary nature of a study like this,the researcher could not look into all the factors and essentials of discipline in a school situation. The factors and essentials of discipline which have been enumerated for purposes of this dissertation are described in Chapter 2. In order to put the problem in a proper perspective, education and discipline had to be discussed with a purpose of showing different opinions on discipline, punishment and corporal punishment. This is done in Chapter 3. METHOD OF INVESTIGATION An empirics! investigation was conducted. A questionnaire designed to reveal some areas of concern on the question of discipline in Black schools in general, and in a didactic situation in particular, was designed and administered to 250 pupils and 133 teachers (principals included). This is explained in Chapter k. In Chapter 5 the results of the investigation are presented, discussed and interpreted. In the same chapter a statistical analysis of data using the chi-square test is presented in order to test the significance of the difference of the responses of urban and rural pupils. PRINCIPAL FINDINGS There is too much use of corporal our.ishment in 3.2 There is a lack cf pupils involvement in school affairs - 3.3. There is a lack of professional and moral conduct by the majority of teachers. 3.4 Whilst discipline is a problem in both rural and urban schools, disciplinary measures in rural schools seems to be too crude as compared to urban schools. 3.5 Teachers, at large, do make classwork interesting. / University of Zululand

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M.Ed. / Please refer to full text to view abstract

Maintaining a safe and orderly learning environment in schools is fundamental to the greater goals of education, but determining optimal disciplinary responses to student misbehavior is often complicated. While there is an abundance of research that speaks to the negative impact of exclusionary discipline (e.g., suspension, expulsion or any other disciplinary response that removes a student from the traditional classroom setting) on student behavioral and academic outcomes, there is an absence of work that examines if, when, and to what extent a student is actually better off receiving non-exclusionary dispositions. Using multivariate regression analysis on a unique dataset from an urban Texas school district, this study directly compares the impact of exclusionary vs. non-exclusionary discipline on student outcomes (controlling for student characteristics, school characteristics, and offense type). Additionally, the study examines the extent to which offense type influences the relationship between disposition and student outcomes. The study’s findings suggest that a student is generally worse off in terms of academic progress and risk of future offenses when she/he receives an exclusionary disposition for any disciplinary infraction. The impact of exclusion, however, was shown to vary by student offense. / text