Educators' management of learner ILL-discipline in Sekhukhune East District primary schools, Limpopo

Abstract

This study explored educators’ management of learner ill-discipline in primary schools of the Sekhukhune East District, Limpopo. The main aim of the study was to explore how educators manage learner ill-discipline. A qualitative research approach was adopted, employing a case study design to guide the inquiry. The study was guided by Bandura’s Social Cognitive Theory. Data were collected through semi-structured interviews conducted face-to-face with nine participants, comprising three principals, three departmental heads and three PL1 educators purposively selected from the primary schools. The data were examined using the thematic analysis method. This study addressed the main question: How do educators manage learner ill-discipline in Sekhukhune East District primary schools? The primary research question was complemented by sub-questions that centred on how educators define, causes, strategies and influence of learner ill-discipline. The study revealed that educators encounter several challenges in addressing learner misconduct, including limited parental involvement, inadequate infrastructure, and a lack of alternative disciplinary strategies. The findings show that educators view disrespect, disengagement, and defiance as the main causes of learner ill-discipline, influenced by socio-economic challenges such as peer pressure, overcrowded classrooms, and limited parental involvement. Positive strategies identified include fostering respectful relationships, involving learners in rule-setting, and encouraging parental participation. The study also highlights the need for educator training by the Department of Education. The recommendations were directed to the Department of Education, educators and parents. For educators, building positive and healthy relations with learners, establishing clear classroom rules and attending training workshops were emphasised. In addition to supporting learners’ academic efforts, parents were urged to interact with schools and enforce discipline at home. The study recommended that the Department of Education provide ongoing support to schools and invest in the improvement of infrastructure.