Influence of the abolition of corporal punishment on the management of teaching and learning in secondary schools in the uMlazi District, KwaZulu-Natal
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Date
2024
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University of Zululand
Abstract
Abstract/English
In recent years, the educational landscape has shifted towards fostering inclusive and nurturing learning environments, significantly marked by the global movement to abolish corporal punishment in schools. This study examined the influence of abolishing corporal punishment on managing teaching and learning in secondary schools within the Umlazi District. A purposive sample of 16 School Management Team (SMT), members from four secondary schools within the district participated. The study was underpinned by the Concerns-Based Adoption Model (CBAM), theory and used an interpretivist paradigm with an exploratory research design. Data were collected through semi-structured interviews. The findings revealed several themes, including the deterioration of discipline, lack of respect for authority, positive learner-teacher relationships, and lack of parental support. Despite these challenges, the study found that alternative disciplinary measures have fostered a more positive schooling environment in the Umlazi District. The results highlight the complex realities educators face in maintaining discipline and creating a conducive teaching and learning environment without corporal punishment. The study recommends reassessing alternative disciplinary measures, providing ongoing training support for educators, and promoting a cultural shift in schools that prioritizes respect, empathy, and community participation in teaching and learning within the Umlazi District.
Isifingqo/IsiZulu Eminyakeni edlule, umkhakha wemfundo ushintshele ekwakheni izindawo zokufunda ezibandakanya wonke umuntu futhi ezikhuthazayo, okukhonjiswa kakhulu umkhankaso wamazwe ngamazwe wokuchitha ukushaywa ezikoleni. Lolu cwaningo luhlolile umthelela wokukhipha ukushaywa ekuphathweni kokufundisa nokufunda ezikoleni eziphakeme ngaphakathi kwesifunda sase-Umlazi. I-sample eyahloswe ngqo yamalunga angama-16 we-School Management Team (SMT) avela ezikoleni ezine eziphakeme ngaphakathi kwesifunda sathatha ingxenye. Lolu cwaningo lwasuselwa sakulandela i-Concerns-Based Adoption Model (CBAM) theory futhi lusebenzisa indlela ye-interpretivist ngehloso yokuhlola. Idatha yaqoqwa ngengxoxo ehleliwe. Imiphumela iveze izindikimba eziningi, kuhlanganise nokwehla kwesimilo, ukungabi nehlonipho kwabaphakanyisiwe ukuphatha umthetho, ubudlelwano obuhle phakathi kwabafundi nothisha, kanye nokuntuleka kokwesekwa ngababazali. Naphezu kwalezi zinselelo, lolu cwaningo luthole ukuthi izinyathelo ezinye zokugcina inhlonipho ngale kokusebenzisa induku sekuthele izithelo ezahlukene zakhuthaze indawo yokufunda enempilo engcono esifundeni sase-Umlazi. Imiphumela igqamisa izinkinga ezinzima ezibhekene nabafundisi ekuqinisekiseni isimo esihle sokufundisa nokufunda ngaphandle kokuhlukumeza. Lolu cwaningo luphakamisa ukuhlolwa kabusha kwezinyathelo zokuqondisa ngenduku ezahlukene, ukuhlinzeka ngokuqeqeshwa okuqhubekayo kubafundisi, nokukhuthaza ushintsho lwesiko ezikoleni oluphakamisa ukuhlonipha, ububele, nokubamba iqhaza komphakathi ekufundiseni nasekufundeni esifundeni sase-Umlazi.
Ushwankathelo/IsiXhosa Kwiminyaka yakutshanje, umphosa wemfundo usishintshe kwindlela yokwakha iimeko zokufunda ezibandakanya wonke umntu kwaye ezikhuthazayo, ngokugqamisa kakhulu umkhankaso wamazwe ngamazwe wokukhupha umphosa kwezikolweni. Le mfundo ijolise ekuhloleni umphumo wokukhupha umphosa kwiindlela zokuphatha ukufundisa nokufunda kwiisikolo eziphakamileyo ngaphakathi kweSixeko sase-Umlazi. Isetyenziswa isampulu ye-16 ye-School Management Team (SMT) evela kwiisikolo ezine eziphakamileyo ngaphakathi kweSixeko, kwaye usekelwe kwi-Concerns-Based Adoption Model (CBAM) theory esebenzisa indlela ye-interpretivist kunye nemigaqo yophando oluhlolayo. Idatha iqokelelwe ngengxoxo ehleliwe. Iziphumo ziveze imixholo emininzi, kuhlanganise ukwehla kokulunga, ukungabi nehlonipho kumlawuli, ubudlelwane obuhle phakathi kwabafundi notitshala, kunye nokungabi noxhaso kubazali. Nangona le meko iyimiceli mngeni, le mfundo ifumanisa ukuba izilinganiselo ezahlukeneyo zokulawula zikhuthaze indawo yokufunda enempilo engcono kwiSixeko sase-Umlazi. Iziphumo zikhombisa imiceli mngeni ebhekene notitshala ekuqinisekiseni ukulunga kunye nokudala imeko efanelekileyo yokufundisa nokufunda ngaphandle kokuphosa. Le mfundo iphakamisa ukuba kubuyekezwe izilinganiselo ezahlukeneyo zokulawula, ukunika uqeqesho oluqhubekayo kubafundisi, kunye nokukhuthaza utshintsho lwezopolitiko kwiisikolo ezibeka phambili ukuhlonipha, umonde, kunye nokubamba iqhaza koluntu kwiimeko zokufundisa nokufunda kwiSixeko sase-Umlazi.
Phetho/Setswana Mo mengwageng e mebedi, lefelo la thuto le fetogile go aga mekgwa e amanang le e akaretsang, e amanang ka moithuti le setlhopha sa borai ba thuto ka mekgwa ya borai go leka go fetoga. Patlisiso e e amogetsweng ka tsela ya Concerns-Based Adoption Model (CBAM) theory, e dirisitseng mekgwa ya go fisa ka tsela ya go tsoma mo metlheng ya borai. Tshedimosetso e e kgethegileng go tswa mo ditlhopho di le 16 go tswa mo dihlopha di le 4 mo sekolong se se gaisang mo setlhopheng sa Umlazi. Mo patlisong e, go senolwa diphetho tse di amanang le go fokotsa boitlhopho, go sitwa go amogela ditlhopho, diphetho tse di amanang le dikamano tse di molemo magareng ga baithuti le borai, le go sitwa go amogela go tswa mo batlhokomedi. Le fa go na le diphetho tse di amanang le mathata, patlisiso e e fitlhele gore mekgwa e amanang le go fokotsa go tlhoka go fa sebaka se se botoka sa borai mo setlhopheng sa Umlazi. Tshedimosetso e e tsweletsa ka ga boiphetho bo amanang le go netefatsa mekgwa ya borai le go bopa mekgwa e amanang le go kgethegela borai le thuto mo setlhopheng sa Umlazi.
Isifingqo/IsiZulu Eminyakeni edlule, umkhakha wemfundo ushintshele ekwakheni izindawo zokufunda ezibandakanya wonke umuntu futhi ezikhuthazayo, okukhonjiswa kakhulu umkhankaso wamazwe ngamazwe wokuchitha ukushaywa ezikoleni. Lolu cwaningo luhlolile umthelela wokukhipha ukushaywa ekuphathweni kokufundisa nokufunda ezikoleni eziphakeme ngaphakathi kwesifunda sase-Umlazi. I-sample eyahloswe ngqo yamalunga angama-16 we-School Management Team (SMT) avela ezikoleni ezine eziphakeme ngaphakathi kwesifunda sathatha ingxenye. Lolu cwaningo lwasuselwa sakulandela i-Concerns-Based Adoption Model (CBAM) theory futhi lusebenzisa indlela ye-interpretivist ngehloso yokuhlola. Idatha yaqoqwa ngengxoxo ehleliwe. Imiphumela iveze izindikimba eziningi, kuhlanganise nokwehla kwesimilo, ukungabi nehlonipho kwabaphakanyisiwe ukuphatha umthetho, ubudlelwano obuhle phakathi kwabafundi nothisha, kanye nokuntuleka kokwesekwa ngababazali. Naphezu kwalezi zinselelo, lolu cwaningo luthole ukuthi izinyathelo ezinye zokugcina inhlonipho ngale kokusebenzisa induku sekuthele izithelo ezahlukene zakhuthaze indawo yokufunda enempilo engcono esifundeni sase-Umlazi. Imiphumela igqamisa izinkinga ezinzima ezibhekene nabafundisi ekuqinisekiseni isimo esihle sokufundisa nokufunda ngaphandle kokuhlukumeza. Lolu cwaningo luphakamisa ukuhlolwa kabusha kwezinyathelo zokuqondisa ngenduku ezahlukene, ukuhlinzeka ngokuqeqeshwa okuqhubekayo kubafundisi, nokukhuthaza ushintsho lwesiko ezikoleni oluphakamisa ukuhlonipha, ububele, nokubamba iqhaza komphakathi ekufundiseni nasekufundeni esifundeni sase-Umlazi.
Ushwankathelo/IsiXhosa Kwiminyaka yakutshanje, umphosa wemfundo usishintshe kwindlela yokwakha iimeko zokufunda ezibandakanya wonke umntu kwaye ezikhuthazayo, ngokugqamisa kakhulu umkhankaso wamazwe ngamazwe wokukhupha umphosa kwezikolweni. Le mfundo ijolise ekuhloleni umphumo wokukhupha umphosa kwiindlela zokuphatha ukufundisa nokufunda kwiisikolo eziphakamileyo ngaphakathi kweSixeko sase-Umlazi. Isetyenziswa isampulu ye-16 ye-School Management Team (SMT) evela kwiisikolo ezine eziphakamileyo ngaphakathi kweSixeko, kwaye usekelwe kwi-Concerns-Based Adoption Model (CBAM) theory esebenzisa indlela ye-interpretivist kunye nemigaqo yophando oluhlolayo. Idatha iqokelelwe ngengxoxo ehleliwe. Iziphumo ziveze imixholo emininzi, kuhlanganise ukwehla kokulunga, ukungabi nehlonipho kumlawuli, ubudlelwane obuhle phakathi kwabafundi notitshala, kunye nokungabi noxhaso kubazali. Nangona le meko iyimiceli mngeni, le mfundo ifumanisa ukuba izilinganiselo ezahlukeneyo zokulawula zikhuthaze indawo yokufunda enempilo engcono kwiSixeko sase-Umlazi. Iziphumo zikhombisa imiceli mngeni ebhekene notitshala ekuqinisekiseni ukulunga kunye nokudala imeko efanelekileyo yokufundisa nokufunda ngaphandle kokuphosa. Le mfundo iphakamisa ukuba kubuyekezwe izilinganiselo ezahlukeneyo zokulawula, ukunika uqeqesho oluqhubekayo kubafundisi, kunye nokukhuthaza utshintsho lwezopolitiko kwiisikolo ezibeka phambili ukuhlonipha, umonde, kunye nokubamba iqhaza koluntu kwiimeko zokufundisa nokufunda kwiSixeko sase-Umlazi.
Phetho/Setswana Mo mengwageng e mebedi, lefelo la thuto le fetogile go aga mekgwa e amanang le e akaretsang, e amanang ka moithuti le setlhopha sa borai ba thuto ka mekgwa ya borai go leka go fetoga. Patlisiso e e amogetsweng ka tsela ya Concerns-Based Adoption Model (CBAM) theory, e dirisitseng mekgwa ya go fisa ka tsela ya go tsoma mo metlheng ya borai. Tshedimosetso e e kgethegileng go tswa mo ditlhopho di le 16 go tswa mo dihlopha di le 4 mo sekolong se se gaisang mo setlhopheng sa Umlazi. Mo patlisong e, go senolwa diphetho tse di amanang le go fokotsa boitlhopho, go sitwa go amogela ditlhopho, diphetho tse di amanang le dikamano tse di molemo magareng ga baithuti le borai, le go sitwa go amogela go tswa mo batlhokomedi. Le fa go na le diphetho tse di amanang le mathata, patlisiso e e fitlhele gore mekgwa e amanang le go fokotsa go tlhoka go fa sebaka se se botoka sa borai mo setlhopheng sa Umlazi. Tshedimosetso e e tsweletsa ka ga boiphetho bo amanang le go netefatsa mekgwa ya borai le go bopa mekgwa e amanang le go kgethegela borai le thuto mo setlhopheng sa Umlazi.
Description
Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Educational Foundations and Management at the University of Zululand, South Africa [2024].