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South African public school teachers’ views on right to discipline learners

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dc.contributor.author Segalo, Letlhoyo
dc.contributor.author Rambuda, Awelani Melvin
dc.date.accessioned 2018-09-05T07:22:29Z
dc.date.available 2018-09-05T07:22:29Z
dc.date.issued 2017
dc.identifier.issn 0256-0100
dc.identifier.issn 2076-3433
dc.identifier.uri http://hdl.handle.net/11462/1677
dc.description Published Article en_US
dc.description.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. en_US
dc.format.extent 341 879 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher South African Journal of Education en_US
dc.relation.ispartofseries Volume 38;Number 2
dc.subject diminution en_US
dc.subject in loco parentis en_US
dc.subject teachers’ right and duty to discipline en_US
dc.title South African public school teachers’ views on right to discipline learners en_US
dc.type Article en_US

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