A Framework for Implementing Positive Learner Discipline in Public Secondary Schools from the Context of the Mpumalanga Province

Autor/inn/en	Ndlovu, Mkhumbulo; Schlebusch, Gawie; Makola, Solomon
Titel	A Framework for Implementing Positive Learner Discipline in Public Secondary Schools from the Context of the Mpumalanga Province
Quelle	In: Acta Educationis Generalis, 13 (2023) 3, S.115-148 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/atd-2023-0025
Schlagwörter	Program Implementation; Discipline; Discipline Policy; Public Schools; Secondary Schools; Positive Reinforcement; African Culture; Values; Curriculum Development; Afrocentrism; Discipline Problems; Punishment; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Disziplin; Disziplinarmaßnahme; Public school; Öffentliche Schule; Sekundarschule; Africa; Culture; Afrika; Kultur; Wertbegriff; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Afro-centrisme; Afrozentrismus; Bestrafung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Introduction: Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. This study sought to develop a framework for the successful implementation of positive discipline. The study sought to provide answers revolving around the contributing factors towards learner indiscipline, the effects of indiscipline on teaching and learning, educators' perceptions on positive discipline, factors leading to the ineffective implementation of positive discipline and the constituents of an effective framework for implementing positive discipline. Methods: The study adopted a qualitative approach. Districts were identified utilising convenience sampling, while participants were sampled purposively. Data collection comprised semi-structured interviews and document analysis. Six schools from two districts in the Mpumalanga Province were selected as the study sample. The sample comprised twenty-four participants, including principals, class teachers, Life Orientation teachers, and chairpersons of School Governing Bodies from each school. Thematic content analysis was used to analyse the data and present the findings. Results: The findings revealed that learner indiscipline is affected by several contributing factors such as family situation, community setting, human rights, peer pressure, educators, and learners themselves. Lack of stakeholder engagement, absence of training, overemphasis on learners' rights and conditioning of educators and parents on corporal punishment are the factors that have led to the ineffective implementation of positive discipline. Discussion: To ensure the implementation of positive discipline is successful, a framework should support a multi-stakeholder consideration to engagement. Ubuntu values should be incorporated in re-packaging the positive discipline toolkit so that it suits the local context. Limitations: Only two education districts in one province of South Africa formed part of the study. Conclusions: Educators are to adopt a revised curriculum that accommodates positive discipline and Ubuntu values in related subjects taught in school. Effective implementation requires regular monitoring, evaluation and reviewing of the positive discipline approach. The study proposed an Afrocentric framework for the implementation of positive discipline. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01