Abstract:
In South Africa, the common law principle of in loco parentis entitles teachers, as the guardians in the school environment,
to discipline learners. However, in view of new legislation advancing children’s rights, it is unclear as to the extent to which
teachers can or do enact the loco parentis role. This study employed a qualitative research approach to explore public school
teachers’ views related to disciplining learners. A convenience sample of eight teachers (four females and four males) was
interviewed using a focus group strategy. A thematic data analysis was applied to identify strands emerging from the
discussions. Findings suggest diminished teachers’ rights to discipline learners as characterised by learners’ lack of respect,
morals and values, teacher safety and personal protection, teacher sense of disempowerment, poor classroom management
and teaching strategies, and ineffective parental involvement.
