Perception and practices of secondary school teachers on classroom discipline processes in Pietersburg Circuit, Limpopo Province

Abstract

This study explored perceptions and practices of secondary school teachers on classroom discipline processes. A case study was conducted in two secondary schools, in Pietersburg Circuit in Limpopo Province. The study used a qualitative research approach where data collection was done through semi-structured interviews and document reviews. A thematic data analysis was used to identify and categorize data where themes emerged from the study. They were six teacher participants purposefully sampled from two secondary schools, where permission was sought from the Limpopo Department of Education and the University of Limpopo Research Committee. All participants were informed of voluntary, confidential participation in the study. The findings of this study revealed that government policies on discipline were difficult to implement. Furthermore, teachers suggested that policies prescribed by the Department of Education to manage ill-discipline were not effective in curbing learner behaviour. As part of solutions to address the problems, teachers indicated the use of school policies, the South African Schools Act, the learner’s code of conduct, and the Merit System to regulate discipline in classes. The study recommends that to have effective discipline, there is a need for workshops on the roles of stakeholders responsible for discipline processes. It was also recommended that the districts and circuits should develop programs that would improve and strengthen discipline. In addition, the support of all stakeholders and the services of psychologists or educational counsellors should be encouraged as part of the measures to find solutions to ill-discipline in schools.