Teachers' experiences of managing learner discipline in Secondary Schools in Mmashadi circuit, Sekhukhune East District

Abstract

The management of learners’ discipline is a practice that disproportionately burdens teachers’ teaching and learning experiences. Teachers’ experiences in managing learners’ discipline are guided by codes of conduct, the legislative framework, and school regulations. Grounded within existing literature on learner discipline and teacher management of learner discipline, this study explored teachers' experiences in managing learners' discipline in secondary schools at Mmashadi Circuit, Sekhukhune East District. To achieve the study aim, a qualitative research approach was employed underpinned by an interpretive paradigm. A case study research design was applied. Semi-structured interviews and document analysis were adopted for data generation. A total of 10 teachers were selected through purposive sampling. Thematic analysis was utilised to analyse the data generated. A humanistic theoretical framework was used to explore teachers' experiences in managing learners' discipline. The study revealed teachers' understanding of learners’ discipline to involve implementation of school rules and establishing positive behaviour. It was evident that learner discipline is facilitated by learner factors, teacher factors, peer pressure, family factors, societal factors, gender factors, and school factors. Teachers experienced bullying, disrespect, violence, and learners brining prohibited objects. To address learners’ disciplinary challenges, the research recommended stakeholders involvement, clarification of school regulations, developing a positive attitude, and initiate comprehensive disciplinary planning procedures coupled with use of professionally trained individuals. The study proposed that disciplinary processes for learners should increase their participation in the formulation of school discipline guidelines. It further recommends that teachers provide explicit guidance to learners on school and classroom rules and regulations. The study suggested that parents should be involved in learners’ education.