The way in which educators’ competency to enforce disciplinary measures in the classroom
is influenced by learners’ fundamental rights is investigated in this study. An in-depth
literature study was conducted, and questionnaires and semi-structured interviews were
used to collect data at five rural high schools in the Southern Cape. The research findings
indicate that participants’ understanding of the stipulations of important relevant acts and
government notices is insufficient to manage problem situations regarding discipline with
confidence. There is undoubtedly a need for information sessions and/or workshops that not
only convey information on a theoretical level, but apply the stipulations of relevant legal
sources and the principles of effective classroom management to educators’ daily
classroom situations in a practical and functional way. A positive approach to discipline and
restorative disciplinary measures that are based on respect and the positive development of
learners are upheld, and various important principles that will promote more effective
classroom management are suggested. / Teacher Education / M. Ed. (Onderwysbestuur)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/4832 |
| Date | 11 1900 |
| Creators | Muller, Catherina Johanna Petronella |
| Contributors | Coetzee, Susanna Abigael, Bray, W. |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (v, 144 leaves) |
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