This study was underpinned by the view of the researcher that classroom discipline is gradually
collapsing in South African schools. Learners seem to be uncontrollable thus affecting the
quality of teaching and learning. Educators worldwide have many responsibilities in managing
classroom discipline and shaping the behaviour of learners in schools. For educators to undertake
these many responsibilities there is need for them to carryout effective teaching and learning
through maintaining a disciplined classroom without enforcing corporal punishment. This might
seem difficult from the view of certain attitudes learners display in classroom, but it is possible if
educators are groomed with contemporary classroom discipline strategies which conform to the
demands of the Department of Education.
The study investigated the phenomenon of managing classroom discipline in Ngaka Modiri
Molema District to determine the extent to which educators are conversant with the legal
framework for managing classroom discipline and to determine strategies currently employed by
educators to establish discipline in the classroom. The study also state and describe disciplinary
challenges currently faced by educators in the classroom and make recommendations and
guidelines on the findings with regard to managing classroom discipline.
A literature review was done on conceptual literature relating to issues on managing classroom
discipline. Learner's misconduct in class, causes of disciplinary problems and how to prevent
and manage classroom discipline by applying the legal framework in class was also reviewed.
The research approach was qualitative. Purposively selected participants included experienced
teachers and student members of school student governments (prefects) of two purposefully
selected schools. Views and experience of participants to this study were captured and explained
through interviews, observations and document analysis. Results are discussed in relation to
relevant literature, allowing the flow of an open coding process in inductive qualitative analysis.
Findings from the research indicated that participants are experiencing varying forms of
continued ill discipline in their classrooms. Some of which are; learners not doing their school
and homework, absenteeism, disruption of classes by noise making, learners bullying fellow
learners and even educators. Literature review revealed that there are nationwide guidelines and
legal framework for managing discipline in schools as embedded in SASA. Participants know
the guidelines and a legal framework for managing discipline in classrooms that has been used to
design a school code of conduct and classroom rules. Most educators are not very conversant
with the legal framework for managing classroom discipline except for the fact that they know
they are not allowed to use corporal punishment. The findings of this study suggested that
educators, through the help of the Department of Education, should familiarise themselves with
legal documents on managing discipline in order for them to establish and maintain positive
classroom discipline management. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2011
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/15772 |
| Date | January 2011 |
| Creators | Molefe, Patricia K |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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