Effective teaching and learning rely on learner discipline. If learners lack self-control, their schools will be unable to provide them with the best education available. Therefore, schools need to have appropriate disciplinary measures in place and the schools’ disciplinary policy and rules regarding disruptive learners must be enforced consistently and fairly. SASA 84 (1996) states that corporal punishment is abolished, and no person may inflict or impose corporal punishment on a learner at a school, during a school activity, or in a hostel accommodating learners.
This study aimed to investigate how educators, a crucial part of the education system, which is the management of learner discipline in the classroom in public schools. The study adopted a qualitative approach through the interpretivist paradigm, and it employed a case study design. The theoretical frameworks that informed this study were the Theory of Social Learning, the Theory of Operant Conditioning, and the Cognitive Behavioural Theory.
Three primary and two secondary schools were selected from the Tshwane North District in the Gauteng Province as study locations. Data were collected through semi-structured interviews with participants, observation, and review of relevant documents. Purposeful sampling allowed for the collection of data from 20 participants, based on their accessibility and interest in participating in the research.
Findings revealed that parental involvement in learner discipline remains minimal, as many educators reported a lack of support from parents in reinforcing school rules at home. This underscores the need for parents and SGB to play an intentional role in supporting the discipline framework of schools, a key recommendation based on the findings.
Go ruta le go ithuta ka katlego go ithekgile ka maitshwaro a mabotse a barutwana. Ge barutwana ba hloka boitshwaro le taolo ya bona ka noši, dikolo di ka se kgone go ba fa thuto ya maemo a godimo. Ka lebaka leo, dikolo di swanetše go ba le magato a maleba a taolo ya maitshwaro, gomme melawana ya sekolo mabapi le barutwana ba go hlola tšhitišo e swanetše go phethagatšwa ka toka le ka go se fetofetoge. SASA 84 (1996) e bolela gore kotlo ya mmele e fedišitšwe, gomme ga go motho yo a dumeletšwego go otla goba go fa morutwana kotlo ya mmele sekolong, mošomong wa sekolo goba ka hosteleng yeo e dulago barutwana.
Nyakišišo ye e be e ikemišeditše go nyakišiša ka moo barutiši, bjalo ka karolo ye bohlokwa ya tshepedišo ya thuto, ba laolago maitshwaro a barutwana ka phapošing dikolong tša mmušo. Nyakišišo e dirišitše mokgwa wa boleng (qualitative approach) ka paradigme ya interpretivist, gomme ya diriša moralo wa case study. Dikgopolo tša teori tšeo di hlohleleditšego nyakišišo ye e be e le Theory of Social Learning, Theory of Operant Conditioning le Cognitive Behavioural Theory.
Dikolo tše tharo tša tlasana le tše pedi tšeo di phagamego di kgethilwe go tšwa Seleteng sa Tshwane North Profenseng ya Gauteng bjalo ka mafelo a nyakišišo. Tshedimošo e kgobokeditšwe ka diintšhwii tše di sa rulaganywago ka botlalo le batšeakarolo, tlhokomelo le go sekaseka ditokomane tše di amanago le nyakišišo. Mokgwa wa purposeful sampling o dumeletše go kgoboketšwa ga tshedimošo go tšwa go batšeakarolo ba 20, go ya ka go hwetšagala ga bona le kgahlego ya bona ya go tšea karolo nyakišišong.
Diphihlelelo di utollotše gore go tšea karolo ga batswadi taolong ya maitshwaro a barutwana go sa le gonyenyane, ka ge barutiši ba bantši ba begile go hloka thekgo go tšwa go batswadi mabapi le go tiišetša melawana ya sekolo ka magaeng. Se se gatelela bohlokwa bja gore batswadi le Lekgotla la Taolo la Sekolo ba swanetše go bapala karolo ya maikemišetšo go thekga mokgwa wa taolo ya maitshwaro dikolong, bjalo ka tšhišinyo ye bohlokwa yeo e tšweletšego go tšwa diphihlelelong tša nyakišišo.
Doeltreffende onderrig en leer berus op leerderdissipline. Indien leerders nie selfbeheersing het nie, sal skole nie in staat wees om aan hulle die beste moontlike onderwys te bied nie. Daarom moet skole oor toepaslike dissiplinêre maatreëls beskik, en die skole se dissiplinêre beleid en reëls rakende ontwrigtende leerders moet konsekwent en regverdig toegepas word. SASA 84 (1996) bepaal dat lyfstraf afgeskaf is, en geen persoon mag lyfstraf aan ’n leerder by ’n skool, tydens ’n skoolaktiwiteit of in ’n koshuis wat leerders huisves, toedien of oplê nie.
Hierdie studie het ten doel gehad om te ondersoek hoe opvoeders, as ’n belangrike deel van die onderwysstelsel, leerderdissipline in die klaskamer in openbare skole bestuur. Die studie het ’n kwalitatiewe benadering binne die interpretivistiese paradigma gevolg en ’n gevallestudie-ontwerp gebruik. Die teoretiese raamwerke wat hierdie studie ondersteun het, was die Sosiale Leerteorie, die Teorie van Operante Kondisionering en die Kognitiewe Gedragsteorie.
Drie primêre en twee sekondêre skole is uit die Tshwane-Noord-distrik in die Gautengprovinsie as studieplekke gekies. Data is ingesamel deur middel van semi-gestruktureerde onderhoude met deelnemers, waarneming en die hersiening van relevante dokumente. Doelgerigte steekproefneming het die insameling van data van 20 deelnemers moontlik gemaak, gebaseer op hul toeganklikheid en belangstelling om aan die navorsing deel te neem.
Die bevindinge het aan die lig gebring dat ouerbetrokkenheid by leerderdissipline steeds minimaal is, aangesien baie opvoeders ’n gebrek aan ondersteuning van ouers ervaar om skoolreëls tuis te versterk. Dit beklemtoon die noodsaaklikheid dat ouers en die Skoolbeheerliggaam ’n doelbewuste rol moet speel in die ondersteuning van die dissiplinêre raamwerk van skole, wat ’n belangrike aanbeveling is wat uit die bevindinge voortspruit.
