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Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal

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dc.contributor.advisor Duma, M.A.N.
dc.contributor.author Kapuela, Ingrid Sibongile
dc.date.accessioned 2015-07-22T06:52:48Z
dc.date.available 2015-07-22T06:52:48Z
dc.date.issued 2014
dc.identifier.uri http://hdl.handle.net/10530/1361
dc.description Thesis submitted in fulfilment of the requirements for the degree of Doctor of Education in Educational Management at the University of Zululand, South Africa, 2014. en_US
dc.description.abstract This study was influenced by a variety of disciplinary problems experienced by educators in rural secondary schools in KwaZulu-Natal. Educators regard discipline as a problem which they have to endure everyday. Teaching and learning have become difficult in some schools, and impossible in others, because some educators do not understand how to foster discipline in classrooms. The concern here is quality management and the fostering of disciplinary measures in schools. One of the important characteristics of an effective school is good discipline. The problem is that effective school discipline does not happen by chance; it has to be planned and implemented in an organised manner. The purpose of the study was to investigate the nature of discipline, and how principals of schools in rural secondary schools in KwaZulu-Natal perceive and manage discipline in their schools.The researcher chose Zululand district in KwaZulu-Natal as the field of study because that is where most rural schools are. The “mixed method research design” (the quantitative and qualitative approaches) was used in combination to provide a better understanding of research problems. Two hundred and sixty (260) schools were randomly selected. Data were collected by means of questionnaires and interviews. The following are some of the key findings that emanated from the empirical study:  Schools have the following policies: discipline policy; code of conduct for learners; code of conduct for educators and alternatives to corporal punishment but their implementation is poor.  Principals of schools still regard corporal punishment as a disciplinary option.  Schools in rural KwaZulu-Natal still resist the use of alternative punishments.  Schools have the problem of dysfunctional members of the governing bodies.  Parents do not cooperate with schools.  A high percentage of educators are not willing to enforce discipline. On the basis of the above findings the researcher recommends among other measures that principals of schools should implement the policies they have put in place. The Department of Education should empower newly appointed principals by giving them an induction course in management in order to ensure that they have the required skills. Principals should receive training in changes that are taking place in education; for instance, the implementation of alternatives to corporal punishment, legislation and regulations that govern discipline and punishment in schools and parent involvement strategies. Principals must work collaboratively with the school governing body, educators, learners and parents to formulate a unifying mission and develop school rules that will take care of discipline, the indispensable foundation for all other scholastic success. en_US
dc.language.iso en en_US
dc.publisher University of Zululand en_US
dc.subject Discipline - Secondary schools -- KwaZulu-Natal en_US
dc.subject Secondary schools -- KwaZulu-Natal - Discipline -- Rural schools en_US
dc.title Discipline in schooling: a study of rural secondary schools in KwaZulu-Natal en_US
dc.type Thesis en_US


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