Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which factors influence learner misconduct so as to find effective disciplinary methods that can be applied in South African schools. The literature indicates 5 factors which contribute to learner misconduct, being: • socially related factors; • parent-related factors; • school-related factors; • educator-related factors; and • learner-related factors. This study follows a holistic approach in order to understand the nature of and contributing factors to learner misconduct so as to examine the relationship between the learners' and the educators' perceptions regarding: • the various forms of learner misconduct in secondary schools; • the various factors which have a negative influence on learner conduct; • the effectiveness of methods that are currently applied by secondary schools. The contribution of the above-mentioned aspects was discussed in accordance with the different factors that relate to learner misconduct. This study was conducted at 14 secondary schools in the Potchefstroom district. Learner respondents (n = 735) as well as educator respondents (n = 29) were selected to answer the same questions on learner misconduct so as to enable comparison of learners' and educators' perceptions of learner misconduct. The empirical study led to the following findings: • According to the literature as well as the empirical study, the quality of South African educators is not up to standard. • According to the study it appears that educators with more experience than the average educator do not necessarily have command of knowledge of either the new curriculum or the contemporary approach to dealing with learner misconduct. The lack of knowledge regarding the new curriculum and regarding experience may contribute to learner misconduct. • According to the responses of the participants, it seems that none of the role-players are aware of their influence on one another in terms of learner misconduct: • Parents are not aware of the negative effect of divorce on learners. • Learners are not aware of the parents' role in their behaviour in the classroom. • Educators are not aware of the learners' living environment). • Educators do not seem to realise that learners may experience stress in their daily lives. The findings reveal that educators' uncertainty regarding certain aspects promote learner misconduct, for instance their incapability to maintain discipline, regarding the curriculum and problems with the educator-learner relationship. The research has indicated that some of the critical issues with regard to dealing with learner misconduct are situated in the integration of the 5 related factors for maintaining discipline, the wide gap between the perceptions of learners and educators regarding learner misconduct, as well as the conflicting needs of learners and educators in a challenging society. Specific recommendations were made for further study in accordance with the 5 relevant factors that contribute to learner misconduct. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Due to the extent of disciplinary problems in South African schools today, there is a growing need among all shareholders in education to understand which factors influence learner misconduct so as to find effective disciplinary methods that can be applied in South African schools. The literature indicates 5 factors which contribute to learner misconduct, being: • socially related factors; • parent-related factors; • school-related factors; • educator-related factors; and • learner-related factors. This study follows a holistic approach in order to understand the nature of and contributing factors to learner misconduct so as to examine the relationship between the learners' and the educators' perceptions regarding: • the various forms of learner misconduct in secondary schools; • the various factors which have a negative influence on learner conduct; • the effectiveness of methods that are currently applied by secondary schools. The contribution of the above-mentioned aspects was discussed in accordance with the different factors that relate to learner misconduct. This study was conducted at 14 secondary schools in the Potchefstroom district. Learner respondents (n = 735) as well as educator respondents (n = 29) were selected to answer the same questions on learner misconduct so as to enable comparison of learners' and educators' perceptions of learner misconduct. The empirical study led to the following findings: • According to the literature as well as the empirical study, the quality of South African educators is not up to standard. • According to the study it appears that educators with more experience than the average educator do not necessarily have command of knowledge of either the new curriculum or the contemporary approach to dealing with learner misconduct. The lack of knowledge regarding the new curriculum and regarding experience may contribute to learner misconduct. • According to the responses of the participants, it seems that none of the role-players are aware of their influence on one another in terms of learner misconduct: • Parents are not aware of the negative effect of divorce on learners. • Learners are not aware of the parents' role in their behaviour in the classroom. • Educators are not aware of the learners' living environment). • Educators do not seem to realise that learners may experience stress in their daily lives. The findings reveal that educators' uncertainty regarding certain aspects promote learner misconduct, for instance their incapability to maintain discipline, regarding the curriculum and problems with the educator-learner relationship. The research has indicated that some of the critical issues with regard to dealing with learner misconduct are situated in the integration of the 5 related factors for maintaining discipline, the wide gap between the perceptions of learners and educators regarding learner misconduct, as well as the conflicting needs of learners and educators in a challenging society. Specific recommendations were made for further study in accordance with the 5 relevant factors that contribute to learner misconduct. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (J.C.L.)--Catholic University of America, 2006. / Includes bibliographical references (leaves 73-78).

Thesis (J.C.L.)--Catholic University of America, 1997. / Includes bibliographical references (leaves 62-64).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1997. / Abstract. Includes bibliographical references (leaves 146-153).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes bibliographical references (leaves 163-171).

Thesis (J.C.L.)--Catholic University of America, 1998. / This is an electronic reproduction of TREN, #029-0428. Includes bibliographical references (leaves 57-60).

Thesis (J.C.L.)--Catholic University of America, 1998. / Includes bibliographical references (leaves 57-60).

Thesis (D. Min.)--Western Seminary, Portland, OR, 2003. / Abstract. Includes bibliographical references (leaves 163-171).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 330-341).