CHALLENGES IN MANAGING POSITIVE LEARNER DISCIPLINE IN PUBLIC SECONDARY SCHOOLS: A CASE OF SCHOOLS IN NGAKA MODIRI DISTRICT
| Authors | Contact |
|---|---|
|
Primrose Mokgathle Faculty of Education, EduHRight, NWU, South Africa |
mokgatlapm@gmail.com |
|
Siphokazi Kwatubana Faculty of Education, EduHRight, NWU, South Africa |
sipho.kwatubana@nwu.ac.za |
Abstract
Many schools in South Africa struggle to manage learner misbehaviour and often resort to punitive measures, which may exacerbate the problem. Positive discipline (PD) is therefore important, as it is grounded in human rights and corrective approaches. The aim of this study was to investigate the challenges school principals face when implementing PD among learners in public secondary schools. The study followed an interpretivist research paradigm aligned with a qualitative approach. Purposive sampling was used to select 15 participants, comprising principals from schools across the five subdistricts of the Ngaka Modiri Molema Education District. Data were collected through face-to-face semi-structured interview with each participant. Thematic analysis yielded two themes: participants’ understanding of PD and challenges associated with its implementation. The findings revealed that although many principals understood the concept and importance of positive learner discipline, some still had a limited understanding of it. The management of PD was further hindered by a lack of parental involvement, negative teacher attitudes, and learner unresponsiveness, all of which contributed to the ineffectiveness of PD in schools.
Keywords
Positive discipline; Parental involvement in positive discipline; Teacher attitude; Learner unresponsiveness.
