Exploring an Integrated Management Approach to address learner discipline in the context of multiple deprivations. a case of King Cetshwayo District Schools
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Date
2021
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Publisher
University of Zululand
Abstract
The United Nations Conventions on the Rights of the Child (UNCRC) has located the
safety and the protection of the child as the global priority. Therefore, the South African
government, citing the Bill of Rights, made it clear that in all matters of the child, ‘the
best interests of the child’ were dominant. Moreover, this led to the democratisation of
South African education, particularly the learner discipline system. Innovative
directives on how to handle discipline were provided in the Constitution: among other
things, the abolition of corporal punishment. However, it is believed that the banning
of corporal punishment has led to a resurgence of learner indiscipline in schools. This
study aimed at exploring an integrated management approach to address learner
discipline in the context of multiple deprivations. A qualitative study embedded in the
interpretivist paradigm was employed, and especially, the case (King Cetshwayo
District) study design was adopted. Data were elicited through interviews (individual
and focus group), observation and document analysis. Using purposive and
convenience sampling, two SMT members, two educators, one SGB member (the
parent component) and one RCL member were the participants that were interviewed
in four schools, which made a total of 16 participants. Data were analysed using
inductive and content analysis. The findings revealed that in an integrated
management approach, learners’ voices are hardly heard by the other stakeholders.
This study has also revealed that teachers themselves are not good role models for
the learners as some come late to school, and classes are left unattended. They are
also not performing their duties as stated in the Schools Act of 1996. The findings have
also revealed that the Discipline, Safety and Security Committee was not appropriately
instituted, and therefore its functionality and effectiveness were inadequate. Based on
the findings, the study recommends that the Department should organise ongoing
workshops for SMTs, SGBs, educators and RCLs to capacitate them about their roles
in discipline and in education as a whole. The study further recommends that the
principals should ensure that all stakeholders are represented in the Discipline, Safety
and Security Committee, and ensure decentralisation of decision making so that more
suitable disciplinary measures are taken, bearing in mind the social context of the
school
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy of Education in the Department of Educational Management and Foundations at the University of Zululand, South Africa, 2021
Keywords
integrated management approach, learner discipline, King Cetshwayo district schools