Exploring learner discipline challenges in selected secondary schools in Vhembe District, Limpopo Province
Obadire, Olufunmilayo Tenidade
This study focused on learner discipline in public secondary schools. Disciplining Learners is the bedrock of effective education. When learners are well-disciplined, both educators and learners enjoy teaching and learning. On the contrary when learners are undisciplined, the school climate and safety become threatened, and unsafe for both learners and staff. Effective learning and teaching cannot be guaranteed when learners are undisciplined. Therefore, to ensure learners are well disciplined it is necessary to have good disciplinary strategies in every school. With a view to the above, this study investigated the management of learner discipline and the resultant challenges faced by educators in public secondary schools in South Africa. In so far as methodology is concerned, a participatory action design in a qualitative research approach was employed in this study to proffer context-specific sustainable policies and strategies. Data was generated using an open-ended questionnaire, followed by individual interactives interview with the selected educators to gather holistic data. The data was analysed using thematic contents analysis. A purposive non-probability sampling was employed to select fifteen (15) educators with at least five years of teaching experience from three selected public secondary schools within Thohoyandou Circuit of Vhembe District in Limpopo Province.The findings of this study revealed that the common causes of learner indiscipline is not related to multiple factors. This study further revealed that effective learner discipline like a three-legged pot includes the involvement of school, parents, and the community. The study recommends active involvement of parents in their children’s wellbeing and education. For future research, data collection can be extended to the whole of Vhembe district and other provinces in South Africa. It can also involve learners, principals, parents and School governing body members for more comprehensive information.
A research report submitted in partial fulfilment of the requirements for the degree of Master of Education to the Faculty of Education, School of Education, University of the Witwatersrand, 2022