A framework for implementing positive learner discipline at selected public secondary schools in the Mpumalanga province

Abstract

Learner indiscipline has emerged as a global cause for concern for educators and parents in the 21st century. A learning environment marred by noise, disorder, disruption and violence is a breeding ground for low academic achievement. This study sought to establish factors leading to the ineffectiveness of the positive learner discipline (or ‘positive discipline’ – PD) approach and further develop an Afrocentric framework for the successful implementation of PD. 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 PD, factors leading to the ineffective implementation of PD and the constituents of an effective framework for implementing PD. The study adopted a qualitative approach. Convenience and purposive sampling were used to identify districts and participants. Data were gathered through the use of semistructured interviews and document analysis. Six schools in two districts of the Mpumalanga Province were selected for data collection purposes. Twenty four participants comprising of six principals, six class teachers, six Life Orientation teachers and six chairpersons of School Governing Bodies formed the study sample. Document analysis paid attention to incidents record books, school codes of conduct, as well as minutes for a school disciplinary committee and school safety committee. Data were analysed and presented through thematic content analysis. The findings and literature revealed that family setting, community setting, human rights, peer pressure, the educator, and the learner are the contributing factors behind learner indiscipline. It was further revealed that learner indiscipline has negative effects on teaching and learning. It disrupts learning, instils fear in educators and other learners and slows down learning progress. Educators have no adequate understanding of PD. Participants expressed both positive and negative perceptions of positive discipline. 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 PD. A framework for effective implementation of PD should sequentially adopt a multistakeholder approach to engagement where wide consultation is done. Views gathered from all stakeholders should be captured in reviewing policies on learner discipline, and infusing Ubuntu values in repackaging the PD toolkit to suit the local context. Training of stakeholders should follow before implementation at home and school. The study proposed an Afrocentric framework for the implementation of PD at selected public secondary schools in Mpumalanga.