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1
Mak, Tak-cheung. "A study of teachers' perception of school discipline and management." [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B15967852.
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Mak, Tak-cheung, and 麥德彰. "A study of teachers' perception of school discipline and management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958126.
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Root, Monica Rose. "The Effect of Teacher-Identified Classroom Management." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1544.
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The framework of this study was monitoring classroom management strategies and student behaviors in the classroom, then providing strategies and feedback to increase effective classroom management and decrease problem student behaviors.
There were 15 evidence–based practices that were researched and used in the study. Specifically teachers were asked to focus on 5 of them. These practices were: using 5 positive feedback comments to 1 negative comment; having classroom rules and expectations that were posted, taught, practiced, consistent, and positively reinforced; using an attention getting cue that had been taught, practiced and positively reinforced; having continuous active supervision including moving and scanning; and managing minor problem behaviors positively, consistently and quickly.
Teachers filled out a self–assessment tool on how well they think they implemented these strategies in the classroom, and then received coaching sessions on how to use them more effectively in the classroom. These coaching sessions were given throughout the study as teachers had days where they needed positive reinforcement themselves.
The results of these coaching sessions and the use of the strategies are presented in this study.
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Perron, Josée. "Discipline techniques used by secondary physical education teachers." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35217.
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The role of preventative management strategies in the development of discipline in the gymnasium and the classroom has been well established (Doyle, 1986; Siedentop, 1991). However, little research has specifically investigated the complete range of discipline techniques used by teachers to prevent misbehavior and to regulate it after its occurrence.This study described the discipline techniques used by secondary physical education teachers and compared them to Henkel's (1991) Physical Education Pupil Inventory (PEPCI) developed for elementary teachers. Eight high school physical educators were observed for four lessons each and were interviewed following the observations. Discipline techniques observed and presented in interviews were analyzed by deduction into Henkel's PEPCI categories. The techniques that did not fit into Henkel's categories were inductively analyzed to identify any new categories emerging from the observation or interview data.
The results revealed that secondary physical education teachers used a repertoire of 32 discipline techniques including 21 techniques from Henkel's (1991) PEPCI. The only PEPCI technique that was not employed by secondary teachers was "physically reprimanding". The discipline techniques were divided into three major classifications: anticipatory, tutoring, and punitive (Henkel, 1991).
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Wong, Yuen-fan Candice. "Teachers' perception of the relationship between discipline and guidance : a case study /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876195.
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Chow, Kam-ming, and 周鑑明. "A comparison of the strategies adopted by experienced and novice teachers in handling discipline problems in a secondary school in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957134.
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Chung, Yiu-bun. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20058068.
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Chung, Yiu-bun, and 鍾耀斌. "Teachers' and students' perceptions on the cooperation of discipline and guidance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196008X.
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Lee, Shu-fai, and 李樹輝. "The management of school discipline in Hong Kong aided secondary schools and the implications for school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955472.
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Wong, Yuen-fan Candice, and 黃婉芬. "Teachers' perception of the relationship between discipline and guidance: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959908.
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Amponsah-Amfo, Daniel. "Discipline: An interpersonal approach for elementary school teachers in Ghana." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1425.
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Leung, Yuk-wah. "Rewards and punishments in schools : a study of their effectiveness as perceived by secondary school students and their teachers /." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14419890.
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Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.
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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Jones, Thomas L. "Middle School Teachers' and Administrators' Experiences When Students Transition." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7020.
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Student discipline and subsequent placements are a common problem in education. This qualitative phenomenological study addressed a gap in the literature by discovering the experiences of middle school teachers and administrators regarding student discipline, classroom removal, and assignment of students to alternative education. This research describes the development of an interview protocol based on critical incident theory and demonstrates its usage in drawing out thick, rich descriptions which help increase the trustworthiness of qualitative research. Initial interview data are presented to highlight the utilization of critical incident theory to elicit specific information about how participants experienced various critical interactions that influenced academic decisions about the student removal process, the kinds of situations and safety issues they encountered, and training they received for managing student removal. Data were collected using audio recorded and transcribed in-depth interviews using open ended questions with participants. Six teachers and 2 administrators from 3 middle schools in the southern U.S. responded to 15 questions in semistructured interviews that were audio recorded and transcribed. Qualitative analysis of the interviews revealed an overarching theme of managing disruptive classroom behavior. Participants described classroom management difficulties, their methods of dealing with disruptive students, and their emotional reactions to disruptions. Some teachers shared that at times, they reconsidered their decision to teach due to classroom management problems, and some revealed that their classroom management training had been deficient. Recommendations include further research on the degree and kinds of stress resulting from teachers having to deal with student discipline problems. Implications for positive social change include motivating schools to evaluate their programs of continuing teacher education for dealing with classroom discipline and to provide opportunities for teachers to discuss, with their peers, their behavioral and emotional reactions to difficult student encounters, thereby contributing to teacher well-being and retention.
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Mason, Wendy. "Intervention Strategies to Decrease Discipline Issues in an Urban pre-K-8 Public School." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1447.
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Intervention Strategies to Decrease Discipline Issues
in an Urban pre-K-8 Public School
by
Wendy A. Mason
MEd, Walden University, 2005
BA, Kean University, 1979
Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education
Walden University
October 2015
The educational problem addressed in this study was the lack of empirically grounded evidence of the intervention strategies an urban school in the northeast region of the United States used to decrease school discipline problems. The purpose of this qualitative case study was to identify, explore, and understand the strategies used by school personnel to decrease discipline problems. The conceptual framework was anchored in social learning and communities of practice theories. The research questions focused on identifying the types of student discipline problems, the strategies developed and deployed to decrease the discipline problems, and the outcomes of the strategies. Semi-structured interviews were conducted with 12 participants: 1 administrator, 10 teachers, and 1 counselor. Archival documents such as incident reports, discipline referral forms, the school's year-end report, and district suspensions reports were also examined for discipline patterns. Data analysis strategies included transcribing interview data, identifying patterns, and data triangulation. Results indicated that disrespect, noncompliant behavior, willful disobedience, fighting, and bullying were major discipline problems at the school. A multiplicity of strategies such as in-school and out-of-school suspension and character education effectively decreased discipline issues. Recommendations include a regular review of prevention strategies to determine which strategies are effective at reducing discipline. Positive social change implications include implementing invention strategies that create safe learning environments for students and staff in which all students can achieve academic success that leads to timely graduation and productive and responsible citizenship in the communities in which students live.
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Leung, Yuk-wah, and 梁玉華. "Rewards and punishments in schools: a study of their effectiveness as perceived by secondary school students andtheir teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31956014.
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Nelson, Faye. "A Qualitative Study of Effective School Discipline Practices: Perceptions of Administrators, Tenured Teachers, and Parents in Twenty Schools." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etd/718.
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Many educators and parents are gravely concerned about disorder and danger in school environments. In addition to school discipline issues, American classrooms are frequently plagued by minor infractions of misbehavior that disrupt the flow of classroom activities and interfere with learning.
The purpose of this qualitative study was to investigate common threads of effective school discipline practices as perceived by administrators, tenured teachers, and parents in 20 schools in East Tennessee. I also attempted to determine if the views of administrators, tenured teachers, and parents are consistent with published research on school discipline practices. Data were collected from administrators, tenured teachers, and parents through an open-ended interview form that I designed.
The study offers a number of recommendations regarding components of effective school discipline practices. An effective school discipline practice involves all stakeholders in its design. The principal and the teachers are responsible for carrying out the school discipline practices to foster appropriate behavior from the students. However, parents, students and community members should be equally represented in the design of discipline procedures. Administrators and teachers need to have quality professional development opportunities to acquire strategies for classroom and school discipline practices. Rewarding students for good behavior and positive contributions to the school community is important. Effective discipline practices are built through consistency and teamwork. Evaluation of school discipline practices should be ongoing, and strategies for reducing school disruptions should be continuously assessed for improvements.
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Church, Leslie, and James J. Fox. "A Survey of School Administrators' and teachers' views of Discipline Referrals for Students With and Without Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/144.
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Sutter, Mary Alanna Adkins Amee. "The promise of restorative justice a hermeneutical analysis /." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087876.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed October 19, 2005. Dissertation Committee: Amee Adkins (chair), Albert T. Azinger, W. Paul Vogt, Robert Nielsen, Loyd Edward Wells. Includes bibliographical references (leaves 206-219) and abstract. Also available in print.
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Kalipa, Velelo Clifton. "Supporting the implementation of alternatives to corporal punishment in the Eastern Cape secondary schools : towards a framework for school management teams and teachers." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5664.
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Alternative to corporal punishment in schools is a worldwide practice. Most countries have banned the use of corporal punishment in schools and have promulgated laws and adopted policies aiming to enforce the practice of alternative to corporal punishment. South Africa is one of the countries that have introduced policy on alternatives to corporal punishment. However, this policy does not provide details on how School Management Teams (SMTs) and teachers should support the implementation of alternatives to corporal punishment; as a result, schools end up having different approaches in as far as implementing alternatives to corporal punishment is concerned. There is also a serious problem of indiscipline in schools and this has since attracted growing attention of researchers in South Africa and the whole world. There are serious offences by learners in schools which range from serious criminal ones such as drug abuse, assaults, theft, murders and rapes to less serious ones such as truancy, incomplete projects, absenteeism and lateness, dodging and bunking of classes in schools. This study therefore sought to investigate how SMT and teachers support the implementation of alternatives to corporal punishment in schools. This was a multi case study of four secondary schools in the King Williams Town Education District which was conducted through qualitative research approach. Interviews and documentary analysis were used to collect data and a total of 16 participants (four principals, four SMT members and eight teachers) were selected. From the data, it emerged that some teachers were fixed in using corporal punishment to discipline learners in schools. The data also showed that the alternatives to corporal punishment (ATCP) policies were inconsistently applied as schools had different approaches in as far as how ATCP is implemented and that some schools had no ATCP policies at all. It also emerged from the data that school leadership was a problem in as far as supporting the implementation of ATCP in schools as in some schools the issues of disciplining learners was centralised in the principal’s office. It also became clear that the majority of participants did not understand the national policy on ATCP. There were no indications of parental involvement in the implementation of ATCP in schools. It can be concluded that the channels of communication among principals, SMTs, teachers with regards to the implementation of ATCP was problematic as there were no clear roles as to how each of these officials should implement ATCP. Some teachers still perceived the ATCP as unsuitable for maintaining discipline in rural schools and their discipline strategies were still characterized by punitive measures which border on corporal punishment. School discipline was not seen as a societal matter where other relevant stakeholders could play a pivotal role in learner discipline. This had a negative impact on the school discipline. Learners had no responsibility on maintenance of positive school atmosphere as they were not in any way part taking in the maintenance of discipline in schools. This study therefore recommends a comprehensive framework for the implementation of ATCP that will give details on the roles of SMTs and teachers in the implementation of ATCP in schools. It is recommended that this framework be inclusive of parents and other community stakeholders who would give different perspectives on the implementation of ATCP in schools as education is a societal matter. It is also recommended that more research be conducted that will deal with urban schools and on the involvement of parents and other stakeholders in the implementation of ATCP.
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Smith, Tad Jonathan. "ARK: At risk kids: A preventive discipline program for adolescent students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1178.
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Laricchiuta, Nelly. "A description of four high school physical education teachers from the perspective of disciplinary mastery and ecological integration value orientations /." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21230.
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The purpose of this study was to identify and describe the teaching tasks used by disciplinary mastery (DM) and ecological integration (EI) oriented teachers. Specifically, this case study of four high school physical educators examined (a) the types of instructional tasks used, (b) the extent to which the instructional tasks were reflected in their teaching, and (c) the extent to which their articulated goals translated into action. Primary data sources involved the Value Orientation Inventory-2 (Ennis & Chen, 1993b), class observations (TSOBS; Jones, 1992), interviews with the teachers, and field notes that were analyzed using constant comparison. The most notable finding of this research was that EI teachers were just as likely as DM teachers to articulate learning goals consistent with their respective orientations and select teaching tasks that facilitated the implementation of their beliefs in their operational setting. The DM teachers shaped their programs to emphasize motor skill development and cognitive knowledge. This was confirmed by interview statements and the use of tasks that enabled them to exercise their value orientation in their teaching. The EI teachers structured their programs to address the inter-relatedness of the learner, content, and context by selecting specific tasks and teaching strategies that related to their value orientation. The persistence shown by all four teachers in terms of maintaining the strength of their beliefs as they made curricular, instructional, and evaluative decisions, is what determined the extent to which their value orientations were reflected in their teaching.
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Lin, Mau-tong Kitty. "A study of the quality of the questioning strategies of experienced and novice teachers during english lessons in a secondary school." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17598928.
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Jönsson, Lina, and Johanna Pihl. "”Uppstår förvirring, uppstår kaos” : Några grundskolelärares upplevelser kring samspelet mellan disciplin, planering och struktur i klassrummet." Thesis, Halmstad University, School of Teacher Education (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3847.
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Syftet med föreliggande studie var att förstå några grundskolelärares upplevelser av hur disciplin samspelar med planering och struktur i klassrummet samt hur de upplevde att de genom handling kan påverka oordning. Studien ämnar även undersöka huruvida grundskolelärare upplever att de i sin utbildning lärt sig att motivera elever och hantera oordning. Urvalet bestod utav sex lärare på grundskolans senare år som varit yrkes-verksamma mellan 1 och 27 år. En halvstrukturerad livsvärldsintervju användes där en intervjuguide med föreslagna frågor hade förberetts. Av resultatet framkom det att de intervjuade lärarna upplevde att disciplinen i klassrummet var relativt god, då de generellt sett upplevde att ordningsreglerna följdes av eleverna. Majoriteten av lärarna upplevde att de i sin utbildning saknat att lära sig hur man motiverar elever samt hur oordning kan hanteras och förebyggas. Lärarna gav uttryck för att den kunskapen istället tillägnats genom samtal och erfarenhet. En slutsats som kan dras är att en god planering möjliggör en bra struktur vilket kan förebygga oordning i klassrummet då eleverna vet vad som förväntas av dem.
The aim of this study was to understand how some secondary school teachers’ experiences how discipline interacts with planning and structure in the classroom and how they felt that their actions can affect misbehaviour. The study will also investigate whether secondary school teachers´ experience that they in their Teaching Education learned to motivate students and manage misbehaviour. Six teachers were selected, having from 1 to 27 years of experience. Semi structured interviews were conducted with proposed questions. The findings from the interviews showed that the teachers experienced a relatively good level of discipline in the classroom. This is due to teachers’ experiences that students followed the rules in general. The majority of teachers interviewed felt that they in their education lacked to learn how to handle and prevent misbehaving students or how to motivate them in the classroom. They gained this knowledge from personal experiences and conversations with others. One conclusion to be drawn is that good planning allows for a good structure which can prevent the disorder in the classroom as students know what is expected of them.
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Lin, Mau-tong Kitty, and 練茂棠. "A study of the quality of the questioning strategies of experienced and novice teachers during english lessons in a secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959015.
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Khewu, Noncedo Princess Dorcas. "A study of practices in the alternatives to corporal punishment strategy being implemented in selected primary schools in Buffalo city metro municipality: implications for school leadership." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/533.
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The problem of indiscipline in schools has attracted the growing attention of researchers in South Africa and the world at large. Learner indiscipline has been variously reflected in behaviours which range from serious ones such as drug abuse, assault, theft, rape and murder, to minor ones such as truancy; all of which negatively affect teaching and learning. While there is agreement on the need to address the problem, there is a great deal of contestation around what strategies and practices are appropriate to instil discipline in schools. Within this debate many countries, including South Africa, have decided to move away from punitive approaches such as corporal punishment and replace them with what is called Alternatives to Corporal Punishment (ATCP). The main aim of this study was to interrogate the consistency that prevails between disciplinary practices and principles of alternatives to corporal punishment and the implications of this for school leadership. A mixed method design was used. The study was conducted in two phases: the first was a survey during which trends in disciplinary practices were established; the second was a multiple case study where in-depth interviews were conducted in five primary schools across different contexts which included farm, suburban, township, rural and informal settlement locations. This study has seven main findings. First, it was found that primary schools in the Buffalo City Metropolitan Municipality experienced minor offenses which clustered around levels 1 and 2 of the ATCP classification. Second, although statistically there was a weak negative correlation (r = - 0.11) between location and behaviour which is not significant (p >. 05) or (p = .46), qualitative evidence suggests a relationship between context and disciplinary offences. Third, principals’ roles in instilling discipline were focused mainly on reactive administrative and management functions rather than on giving leadership designed to inspire alternative ways of behaving. Fourth, principals’ and teachers’ belief in the use of alternatives to corporal punishment revealed ambivalence and lack of understanding. Fifth, measures to instil discipline, even though they were said to be based on alternatives to corporal punishment, placed heavy emphasis on inflicting pain and relied on extrinsic control. Sixth, two disciplinary measures designed to inflict pain were found to be weakly associated, but significantly (p < 0.05) with violent behaviour, lending credence to view that in using certain practices to instil discipline there are socialisation consequences. Finally, the use of some measures recommended by alternatives to corporal punishment yielded some unintended socialisation consequences. The study concludes that there was lack of consistency between disciplinary practices in Buffalo City Metropolitan Municipality primary schools and the principles of Alternatives to Corporal Punishment. The findings suggest that it is difficult to achieve the consistency without a school leadership which understands that the alternatives call for a paradigm shift in measures to instil discipline. For improving discipline in schools, it is recommended that school principals and stakeholders must focus on measures that are meant to cultivate a new school culture guided by values of self-discipline in order to minimise the need for extrinsic punitive control. For further research, a follow up study based on a probability sample, which should include secondary schools, could be undertaken in order that results can be generalised.
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Neiderhouse, Nick R. "The Impact of a Problem-Based Service-Learning Course on the Improvement of Behaviors Reflecting Positive Character Traits on Students Considered At-Risk in a Suburban High School." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371760211.
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Makendano, Aggrey Kayabu. "Investigating teachers’ experiences of learner discipline in senior secondary schools in Zambezi Region of Namibia." Diss., 2016. http://hdl.handle.net/10500/23275.
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Makendano, Aggrey Kayabu. "Exploring teachers’ experiences in managing learner discipline in secondary schools in the Hardap region of Namibia." Thesis, 2019. http://hdl.handle.net/10500/26977.
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Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study.
The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation.
Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)
31
Khuluse, Nkululeko Liberty. "The effect of discipline on academic achievement in Secondary School." Thesis, 2009. http://hdl.handle.net/10530/410.
Full textAbstract:
Dissertation submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Needs Education of the Faculty of Education
at the University of Zululand, 2009.The aim of this study was to pursue an investigation into the effect of discipline on academic achievement in secondary schools. From the literature study it became clear that classroom management is a necessary condition for effective student learning. The school climate established by the educator can have a major impact on learners’ motivation and attitude towards learning. As such, the skills involved in establishing a positive classroom climate are of immense importance. Clearly, learners need order in the classroom if the activities, which take place, are to facilitate effective learning. The most important point to bear in mind in considering discipline, is that creating the necessary order is more to do with the skills involved in effective teaching in general than it is to with how one deals with learner behaviour itself. If the learning activities are well-planned and prepared, if the presentation elicits and maintains learners’ attention, interest and involvement, and if the activities are challenging and offer realistic opportunities for success, then the necessary order will be established as part of these qualities. In essence, skilful teaching lies at the heart of establishing discipline. Most learner misbehaviour is quite trivial. The types of learner behaviour most frequently cited by educators are: excessive talk or talking out of turn, being noisy (both verbal, such as shouting at another learner across the room, and non-verbal, such as letting a disk lid slam shut), not paying attention to the educator, not getting on with the work required, being out of their seats without good cause, hindering other learners, and arriving late for lessons. To a large extent, such problems can be minimized by skilful teaching in general, and by developing conventions and routines for behaviour, which are followed. The discipline which prevails in a classroom will not only be influenced by the educators’ behaviour and expectations, but also by the expectations learners bring with them, and, importantly, by the prevailing ethos in the school. Nevertheless, a well-managed lesson coupled with a relationship based on mutual respect and rapport will do much to minimize pupil misbehaviour. In schools where it is recognized that there are a number of learners with marked emotional or academic difficulties, skilful teaching can ensure that good discipline in lessons will be the norm. Learners misbehave at school for a variety of reasons, e.g. boredom, inability to do the work, low academic self-esteem, emotional difficulties, poor attitudes, etc. The key to establishing good discipline at school lies in learners accepting the educator’s authority to manage their behaviour and their progress in learning. Learning activities cannot take place effectively in a classroom of thirty learners or more, unless one is given authority to control, manage and direct what is going on as, when and how appropriate. Much of the authority as an educator derives from the status he has in that role, and the respect and esteem for educators generally held in society; this is particularly conveyed to learners by their parents and other sources of influence. Educators will have some degree of status because of this, most notably with younger learners where they may be perceived as a parent figure to some extent. In order to exercise managerial control, learners’ behaviour needs to be rule-governed. Such school rules may be explicitly stated by educators or simply inferred from the educator’s actions. In conclusion a summary was presented on the findings of the literature and empirical study, and the following are some of the recommendations that were made: All schools should draw up a code of conduct and implement it. Rules related content should be incorporated in the academic curriculum. Further research should be conducted concerning disruptive behaviour in the classroom in order to provide an overview of the problem.
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Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
Full textAbstract:
In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms.
This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project.
The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom.
In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews.
The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour.
Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers.
In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
33
Ntuli, Lesheleba Tiny. "Managing discipline in a post-corporal punishment era environment at secondary schools in the Sekhukhune school district, Limpopo." Diss., 2013. http://hdl.handle.net/10500/9982.
Full textAbstract:
Managing discipline in schools is one of the fundamentals of effective teaching and learning. It is evident that ineffective discipline management in schools would eventually jeopardize the efficacy of teaching and learning. So, it is crucial that legitimate, democratic disciplinary measures and procedures should be employed.
The aim of this study was to investigate ways of managing discipline in selected secondary schools within Sekhukhune District, Limpopo. A qualitative research approach was chosen, employing research methods which included individual interviews, focus group interviews and non-participant observation. The investigation focused on four secondary schools which were purposefully sampled to participate in the study. The research concentrated only on the views of the educators and the principals.
This investigation revealed that principals and educators still find themselves in a predicament in applying contemporary disciplinary measures due to a lack of training or minimal training regarding alternatives to corporal punishment.Educational Leadership and Management
M. Ed. (Education Management)
34
Mukoma, Albert Marubini. "The impact of leadership and management styles of the principals of Catholic secondary schools on school discipline in Limpopo province." Thesis, 2003. http://hdl.handle.net/10413/1823.
Full textAbstract:
The purposes of this study are to first investigate various leadership and management
styles of Catholic secondary school principals and their impact on school discipline
and secondly to determine whether there is a correlation between leadership and
management styles of secondary school principals and discipline in the school.
The rationale behind the research topic is that the researcher has realised that many
black public schools in South Africa are dysfunctional and cannot deliver quality learning and teaching. The reason for this sorry state of affairs is historical and well
known. Most of these schools, to make the transition from dysfunctional to effectiveness, do not require courses in the market. What they require, and it is sorely missing, is strong and effective leadership.
The role of a principal in a school is crucial. The success of the process of restoring
the culture of teaching and learning rests to a large extent on the principal. This is
mainly because he/she is the one who has to lead the entire school community in
implementing whatever plans and programmes are to be put in place.
Teaching is like riding a wild horse. Even though you're in the saddle it sometimes
feels as if you're only barely in control and, if you stop paying attention for just one second, you will end up in the mud.
One of the greatest challenges that teachers face when starting out in their careers is
learning how to deal with unruly and badly behaved learners so that the rest of the
class can get on with the lesson. Teachers often say that they are not paid to discipline
learners they are paid to teach them. However, without discipline there can be little
learning.
Without discipline education is not possible. Discipline is the very foundation on
which education should seek to build. Many of our secondary schools are still in crisis
today because discipline is undermined.
In Chapter one the problem to be researched, the statement of the problem and the
purpose of study, general assumptions of study and definitions of terms were
introduced.
Chapter two examined the literature available. That was done to expand upon the context and the background of this study and to further define the problem and provide an empirical basis for the development of the hypothesis. Chapter two also
examined the Leadership Traits theory, the Situational Contingency theory, the Pathgoal theory, Collaborative, Democratic or Participative leadership styles, Autocratic
leadership style, Laissez Faire leadership style and leadership according to Gospel
values.
The Democratic and Situational contingency leadership styles were singled out as the styles of leadership applied most often in a number of organisations. Leadership
according to Gospel values will be the most suitable, especially for principals in
Catholic schools. It is very much intertwined with the democratic leadership style.
There was strong evidence from the literature studied that these styles, if properly applied, can go a long way in helping the principals of schools to live up to the challenges they are facing in education. It is these leadership styles coupled with an understanding of transformation issues in education such as: new principles and
values of education systems in South Africa; teaching and learning as the main aims of the education and management, self-reliant schools (self-managed), governance,
building schools as learning organisations, and certain skills that could enable
principals to be effective leaders in their schools.
In order for principals to provide proper and effective leadership, they should be competent in the following aspects:
• Stakeholders' involvement in the management of schools
• the use of different leadership styles as propounded by the Situational
Contingency Theory
• team work, and
• effective and efficient communication with stakeholders.
Chapter three examined the overview of Catholic Education in South Africa, The
distinctive Religious character of the Catholic school, Characteristics of a Catholic school, school discipline and how poor school discipline can be prevented and a
model for effective discipline in a school. It also focused briefly on the impact of the
South African Schools Act No 84 of 1996 and the Bill of Rights as enshrined in the
Constitution of South Africa on school discipline.
In Chapter four the research methodology was examined. This included the
structuring of the questionnaire to try to get factual information, opinions and attitudes about the problem. The questionnaire focused on the following:
• stakeholders' involvement in management tasks
• the leadership and management styles of principals
• how the principal is perceived by stakeholders
• communication with stakeholders
• teamwork
• parental involvement and
• how discipline in the school is perceived by stakeholders.
The questionnaire was then administered to all educators, members of the school
governing bodies, members of the Representative Council of Learners and principals
of all Secondary Catholic schools in Limpopo.
Chapter five deals with data analysis, interpretation, findings and recommendations.
In conclusion, of all the leadership styles discussed, the Situational Contingency, and
emerging participatory democracy and leadership according to Gospel values appear to be the most appropriate styles of leadership in South African Education today. The
three leadership styles are like rosebuds in that they bring forth positive results but
also have associated thorns and dangers. If we can locate the thorns, then we can learn how to hold the flower without injury. Different leaders and managers adopt different styles of leading and managing their
organisation (school). As a result there is no single perfect leadership or management style. It is, however, important that leaders must be able to weigh and consider ensuing or confronting situations and circumstances and to adapt accordingly.
Good educational establishments require disciplined environments. Teachers, parents
and students need clear strategies and guidelines that encourage learning. They need to ensure that learning is well structured and orderly. Good relationships need to be maintained in learning institutions to improve motivation and raise the quality of
education for all.Thesis (M.Ed.)-University of Durban-Westville, 2003.
35
Sankar, Dewnarain. "An investigation into the management of discipline : an exploratory study in a Chatsworth secondary school of the KwaZulu-Natal Department of Education." Thesis, 2000. http://hdl.handle.net/10413/3270.
Full textAbstract:
Every educational institution depends on people behaving in acceptable ways for its success. Bad behaviour not only hinders and disrupts the educational process but also poses a fundamental threat to the culture and identity of the institution and to those who behave well. This aspect emerged in the report by the Task Team on Education Management Development, initiated by the National Minister of Education in February 1996 entitled Changing Management to Manage Change in Education. In its characterisation of the educational legacy of apartheid, the report highlighted concerns with the breakdown of the culture of teaching and learning in certain schools and acknowledged that poor discipline impacts on the disintegration of learning environments. It further emphasised that good school discipline is an important feature of any effective school. In addition, the importance of sound discipline in the running of effective schools has been acknowledged as one of the recommendations of the South African Schools Act, No. 84 of 1996, which stipulates that the governing body of each school formulates a Code of Conduct, the purpose of which is to create a well-organised school so that effective learning and teaching take place; to promote self discipline; to encourage good behaviour and to regulate conduct. There is general agreement that while the process of drawing up the requisite Code of Conduct is an important element in the management of discipline, it is no more than a first step. What is required in each school is the establishment of a strategic management plan, extracted from the school's vision of a safe and secure environment for all. Drawing from this vision the emerging development plan, for the management of discipline, will incorporate strategies from a range of players whose roles inter-relate in the maintenance of discipline: e.g. learners, educators, parents, the governing body, the Department of Education, the community and other partners external to the school. This research project proposes a possible strategy for managers of education which focuses on the potentiality that good discipline has for the enhancement of learning environments.Thesis (M.Ed) - University of Natal, 2000.
36
Camões, Joana dos Santos. "An assessment of classroom violence as a mens of discipline: perspectives of teachers and students of secondary school in Timor-Leste." Dissertação, 2016. https://repositorio-aberto.up.pt/handle/10216/85758.
Full text
37
Camões, Joana dos Santos. "An assessment of classroom violence as a mens of discipline: perspectives of teachers and students of secondary school in Timor-Leste." Master's thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/85758.
Full text
38
Tiwani, Stormburg Vuyile. "Managing learner behaviour: a collective case study of three effective secondary schools." Diss., 2010. http://hdl.handle.net/10500/4814.
Full textAbstract:
This study deals with the way school principals, educators and learners manage learner
behaviour inside the classrooms, as well as in the entire school for the effective and
uninterrupted realisation of teaching and learning activities.
A qualitative approach was used in this study. The research findings were based on
observations, the analysis of documents, as well as the main and sub-categories that
were formulated from the interview data gathered at the selected schools.
The research confirmed what is already known on learner discipline and discipline
problems.
In the dissertation more attention is given to factors that contribute to misbehaviour, the
impact of misbehaviour on the culture of learning and teaching, and how learner
behaviour should be managed in the classrooms and in the schools in general.
Furthermore, effective measures of managing learner behaviour are explained and a
comprehensive school-wide model of preventing and remediating learner misbehaviour is
also provided.M. Ed. (Education Management)
39
Manamela, Lenny Masadi. "The role of parental involvement in improving discipline in secondary schools of the Kgakotlou circuit." Diss., 2015. http://hdl.handle.net/10500/20684.
Full textAbstract:
The aim of this study is to investigate the role played by parents in improving discipline in rural secondary schools, particularly those in the Kgakotlou Circuit of the Capricorn district. The problem is investigated using a literature study and empirical investigation with school management teams, teachers and the parents of learners in four secondary schools in the Kgakotlou circuit.
The literature review explores the development of parental involvement in education during the pre-apartheid, apartheid and post-apartheid eras. The benefits of parental involvement and barriers thereto are also explored as well as the management of parental involvement. The empirical study is done qualitatively and data is collected face-to-face from the participants during interviews. The interview questions examine the extent to which parents are involved in their children’s education, school policies on parental involvement, communication between parents and educators and the duties of the school governing bodies. The findings indicate that some of the parents are willing to participate in their children’s schoolwork, but do not know how to achieve this. Schools do not create enough opportunities for parental involvement.
Based on the literature review and empirical investigation, recommendations are made for school management teams, educators, and parents. The school management teams should design parental involvement plans according to their schools’ unique characteristics. Educators are urged to guide parents as they are more knowledgeable. Parents should try to devise strategies to overcome their barriers to parental involvement in their children’s education.Educational Leadership and Management
M. Ed. (Education Management)
40
Mtsweni, Jim. "The role of educators in the management of school discipline in the Nkangala region of Mpumalanga." Diss., 2008. http://hdl.handle.net/10500/1322.
Full textAbstract:
This study focuses on the role of educators in the establishment and maintenance of effective discipline in the school and classroom.
In a mainly qualitative investigation, empirical data from three secondary schools in the Nkangala region of the Mpumalanga Province were collected by means of focus group and individual interviews as well as observation. These data were analysed in accordance with accepted procedures for qualitative data processing.
The study confirmed most of the views found in the existing body of knowledge on school discipline. In the dissertation, detailed attention is paid to the disciplinary problems those educators who were interviewed, experienced, the perceived origin of those problems and suggested solutions. The rights and duties of educators in regard to the management of discipline were also considered. To conclude the study, eight strategies to promote the establishment and maintenance of discipline in secondary schools were proposed.Educational Studies
M. Ed. (Educational Management)
41
Belle, Louis Jinot. "The role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools : an education management model." Thesis, 2016. http://hdl.handle.net/10500/21900.
Full textAbstract:
Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline.Educational Leadership and Management
D. Ed. (Education Management)
42
Subbiah, Charmaine. "The role of learners in the management of discipline in urban secondary schools in Kwazulu-Natal." Thesis, 2004. http://hdl.handle.net/10500/1917.
Full textAbstract:
Since 1994 the South African government has implemented principles of equity, redress and social empowerment in broader society and in education. Consequently, corporal punishment was banned in schools and new methods of managing discipline were introduced. Moreover, decision-making power is decentralised to School Governing Bodies on which learner representatives serve in secondary schools. Thus, the latter are also involved in the management of discipline. This study explores the learners' role in the management of discipline in urban secondary schools in KwaZulu-Natal. Current perspectives on school discipline and an overview of the learners' role in discipline management in the South African context were provided. A qualitative investigation used interviews with learners and educators in selected schools to collect data. Findings suggest that learner involvement in discipline can be positive but lack of training and poor communication impede the full deployment of learners in this regard. Finally, recommendations for the improvement of practice are made.Educational Studies
M.Ed. (Education Management)
43
Donga, Martha Mazwe. "The causes and consequences of indiscipline in public and independent secondary schools : a comparison." Thesis, 2012. http://hdl.handle.net/10210/7242.
Full textAbstract:
M.Ed. (Educational Management)Driving around Soweto during a normal school day is perplexing. This situation does not worry a certain sector of people only, but it worries everybody from the State President to the ordinary person in the street. As late as 09h00 one finds secondary school learners walking slowly to their schools. One asks oneself when these learners will reach school, because school has already started. These learners miss morning periods frequently and they hardly care. While one is still perturbed about this state of affairs, one encounters: between 10h00 and 11h00, learners who are already on their way home in full school uniform. School is out for them. Inside some of these schools, the problem is worse. One finds teachers discussing their own problems in the staff rooms or basking in the sun instead of being in their classrooms doing their work. Meantime the learners who happen to be in school start making noise, fighting and even threatening some of the teachers and principals who try to discipline them. Some of these teachers become victims of violence. Often homework is not done, and absenteeism is rife. Parents in their turn feel disempowei-ed. They can't call their children to order because some of these children have become aggressive to both the teachers and their parents. Some of them will retort that they also have rights. They have a right to do as they please. At the end of the year everybody gets worried when it is found that some of the schools in Soweto have produced as low as 4% Grade 12 pass rate. This is a pathetic situation. Such children get involved in crime and render the country unsafe. It is clear that most schools in Soweto have many problems. There are, therefore, definite areas of concern which need to be explored, solutions to be found and implemented without delay by all stakeholders in order to assist a black learner and his/her teachers to find their feet in some of our undisciplined schools and to behave in a manner that is expected of them. In other words the norms and values of each community must be transmitted and maintained if indiscipline is to be curbed. Discipline is as old as education. Without discipline there will be no education in any institution. This study will attempt to investigate the causes and consequences of indiscipline in schools. It will put forward some guidelines and recommendations for the implementation of solutions to the indiscipline problems facing our teachers and learners in black Soweto schools. These guidelines and recommendations are inconclusive, and they call for further research.
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Masekoameng, Morongwa Constance. "The impact of disciplinary problems on educator morale in secondary schools and implications for management." Diss., 2010. http://hdl.handle.net/10500/4164.
Full textAbstract:
The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified.
The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified.Further Teacher Education
M.Ed. (Education Management)
45
Lekganyanye, Seja Annah. "Managing learner misconduct in Ntoane Village secondary schools." Diss., 2011. http://hdl.handle.net/10500/4605.
Full textAbstract:
The purpose of this study was to investigate the misconduct of learners in secondary schools in the Ntoane village.
It served to determine the
• extent to which teenage fall pregnant;
• the intensity in which teachers tackle gender violence in schools;
• the manner in which the parents’ culture and values are enforced by the teachers.
Recommendations are made on how to overcome these barriers and to improve the level of misconduct.
A literature study was carried out to gain an understanding of misconduct, and covered the following issues:
• What is misconduct?
• The causes of misconduct.
• An overview of learner misconduct.
• The origins of learner misconduct.
• Manifestations of learner misconduct in the classroom.
• The factors which cause learner misconduct.
A qualitative research method was used in this research. The targeted population groups are teenagers in grades 9 and 10 in the Ntoane village.
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Interviews were conducted at two schools in the Ntoane village where educators, the school governing bodies and members of the representative council of learners were interviewed.
The findings were discussed at length to determine the research objectives. Conclusions were drawn after analysing these findings, and recommendations were formulated.Education Management
M. Ed. (Education Management)
46
Magabe, Raymond Peace. "The management of classroom discipline by educators and HODs of Gauteng East primary schools." Thesis, 2020. http://hdl.handle.net/10500/27294.
Full textAbstract:
Abstract in English, Afrikaans and SesothoClassroom discipline is one of the pillars of good education globally. This study aimed to determine the role of teachers and HODs in maintaining effective classroom discipline among learners in selected primary schools in Gauteng East. The research question set by the researcher to gather the relevant information was: How does a purposively selected group of primary school HODs and teachers in the Gauteng East District view their experiences, skills and knowledge of classroom discipline and management in a post-corporal punishment era, as explored through a qualitative study using multiple techniques of data gathering? The researcher sought to determine how classroom discipline and management took place and which strategies teachers and HODs could adopt for effective classroom discipline and management. A qualitative research approach was employed for the empirical inquiry carried out at the selected research sites. Information about classroom discipline and management strategies was gathered from selected participants, made up of 24 teachers and six HODs from six primary schools. This was achieved using semi-structured interviews, focus group interviews, document analysis and observation tools. The study revealed that all the selected participants were applying the reactive or punitive disciplinary approach rather than a proactive or positive approach. The literature review on the causes of poor classroom discipline and management, along with the research-based behavioural strategies and the empirical enquiry in the selected schools, allowed the researcher to critically assess the current disciplinary strategies implemented by teachers and HODs in Gauteng East primary schools and to make meaningful recommendations for improvement of discipline and classroom management. The main recommendations entail that teachers and HODs extend their horizons in order to be able to use the three models of control proposed by Wolfgang and Glickman in their classrooms. Use of the three models would aid them in exercising effective and meaningful classroom discipline and in utilising the strategies emanating from the research on effective classroom management. These main recommendations are further extended in the additional recommendations put forward.
Klaskamerdissipline is wêreldwyd een van die hoekstene van goeie onderwys. Hierdie studie is uitgevoer om die rol van onderwysers en departementshoofde in die doeltreffende handhawing van klaskamerdissipline by leerders in uitgesoekte laerskole in Gauteng-Oos te bepaal. Die navorsingsvraag wat deur die navorser gestel is om die tersaaklike inligting in te samel, was: Hoe beskou ʼn doelbewus gekose groep laerskooldepartementshoofde en laerskool-onderwysers in die Gauteng-Oos-distrik hul ervarings, vaardighede en kennis van klaskamerdissipline en -bestuur in ʼn post-lyfstraf-era, soos ondersoek in ʼn kwalitatiewe studie met behulp van verskeie data-insamelingstegnieke? Die navorser het gepoog om te bepaal hoe klaskamerdissipline en -bestuur plaasgevind het en watter strategieë deur onderwysers en departementshoofde aangewend kan word vir doeltreffende klaskamerdissipline en -bestuur. ʼn Kwalitatiewe navorsingsbenadering is gevolg vir die empiriese ondersoek wat by die gekose navorsingsplekke uitgevoer is. Inligting oor klaskamerdissipline en -bestuurstrategieë is verkry van gekose deelnemers bestaande uit 24 onderwysers en ses departementshoofde van ses laerskole. Dit is gedoen deur halfgestruktureerde onderhoude, fokusgroeponderhoude, dokumentontleding en waarnemingshulpmiddele te gebruik. Die studie het getoon dat al die gekose deelnemers die reaktiewe of strafbenadering tot dissipline gevolg het, eerder as ʼn proaktiewe of positiewe benadering. Die literatuuroorsig oor die oorsake van swak klaskamerdissipline en -bestuur, tesame met die navorsingsgebaseerde gedragstrategieë en die empiriese ondersoek in die geselekteerde skole, het dit vir die navorser moontlik gemaak om die huidige dissiplinêre strategieë wat deur onderwysers en departementshoofde in laerskole in Gauteng-Oos geïmplementeer word, krities te assesseer en om sinvolle aanbevelings vir die verbetering van dissipline en klaskamerbestuur te doen. Die vernaamste aanbevelings behels dat onderwysers en departementshoofde hul horisonne moet verbreed sodat hulle in staat sal wees om die drie modelle van beheer wat deur Wolfgang en Glickman voorgestel word, in hul klaskamers te gebruik. Die gebruik van die drie modelle sal hulle help om doeltreffende en sinvolle klaskamerdissipline te beoefen, en om die strategieë wat uit die navorsing oor doeltreffende klaskamerbestuur voortspruit, te gebruik. Hierdie hoofaanbevelings word verder uitgebrei in die bykomende aanbevelings wat gemaak is.
Kgalemo ka phaposing ya ho rutela ke e nngwe ya ditshiya tsa thuto e hantle lefatsheng ka bophara. Phuputso ena e ne e reretswe ho tseba boikarabello ba matitjhere le Dihlooho tsa mafapha (di-HOD) ba ho boloka kgalemo e sebetsang phaposing ya ho rutela hara baithuti dikolong tse kgethilweng tsa mathomo Gauteng Botjhabela. Potso ya patlisiso e entsweng ke mofuputsi ho bokella tlhahisoleseding e nepahetseng e ne e le hore na: Sehlopha se kgethilweng ka boomo sa dihlooho tsa mafapha (di-HOD) le matitjhere a Setereke sa Gauteng Botjhabela se bona boiphihlelo ba sona jwang, bokgoni le tsebo tsa kgalemelo ya phaposing ya ho rutela le tsamaiso nakong ya kamora nako ya ho tloswa ha ho shapuwa ha baithuti jwalo ka ha ho hlahlojwa ka phuputso ya boleng ho sebediswa mekgwa e mengata ya ho bokella datha? Mofuputsi o ile a batla ho tseba hore na kgalemo ya phaposing ya ho rutela le tsamaiso di etsahetse jwang le hore na ke mawa afe ao matitjhere le dihlooho tsa mafapha (di-HOD) ba ka a sebedisang bakeng sa kgalemo e sebetsang ya phaposing ya ho rutela le tsamaiso. Mokgwa wa ho etsa dipatlisiso wa boleng o ile wa sebediswa bakeng sa patlisiso ya tlhahlobo e entsweng dibakeng tsa patlisiso tse kgethilweng. Tlhahisoleseding mabapi le kgalemo ya phaposing ya ho rutela le maano a tsamaiso e ile ya bokellwa ho tswa ho bankakarolo ba kgethilweng, ba entsweng ka matichere a 24 le dihlooho tsa mafapha (di-HOD) tse tsheletseng dikolong tse tsheletseng tsa mathomo. Sena se fihletswe ka dipuisano tse batlang di hlophisitswe, dipuisano tsa sehlopha se kgethilweng, manollo ya ditokomane le disebediswa tsa temoho. Phuputso e senotse hore bankakarolo bohle ba kgethilweng ba ne ba sebedisa mokgwa wa kgalemo o sebetsang kapa o fanang ka kotlo ho fapana le mokgwa o sebetsang kapa o nepahetseng. Tlhahlobo ya dingodilweng ka disosa tsa boitshwaro bo bobe ba phaposing ya ho rutela le tsamaiso, hammoho le maano a boitshwaro a ipapisitseng le dipatlisiso tse matla dikolong tse kgethilweng, e dumelletse mofuputsi ho lekola ka botebo maano a kgalemo a tshebetsong a sebediswang ke matitjhere le dihlooho tsa mafapha (di-HOD) dikolong tsa mathomo tsa Gauteng Botjhabela le ho etsa ditlhahiso tse nang le moelelo bakeng sa ntlafatso ya boitshwaro le tsamaiso ya phaposi ya ho rutela. Ditlhahiso tsa mantlha di kenyeletsa hore matitjhere le dihlooho tsa mafapha (di-HOD) ba batle mekgwa e meng eo ba ka sebetsanang le sena ka yona e le hore ba kgone ho sebedisa dimmotlolo tse tharo tsa taolo tse hlahisitsweng ke Wolfgang le Glickman diphaposing tsa bona tsa ho rutela. Tshebediso ya dimmotlolo tse tharo e ka ba thusa ho sebedisa kgalemo e sebetsang le e nang le moelelo phaposing ya ho rutela le ho sebedisa maano a tswang dipatlisisong a mabapi le tsamaiso e sebetsang ya phaposi ya ho rutela. Ditlhahiso tsena tsa mantlha di boetse di atoloswa ho feta ditlhahisong tsa tlatsetso tse hlahisitsweng.
Educational Management and Leadership
D. Ed. (Education Management)
47
Baruth, Gayatri Devi. "Exploring the experiences and challenges faced by school governing bodies in secondary schools in the province of KwaZulu Natal." Thesis, 2013. http://hdl.handle.net/10500/9738.
Full textAbstract:
The aim of the study was to investigate the experiences and challenges of the SGBs in secondary schools in KwaZulu-Natal. The research study focused mainly on the following key areas: the handling of learner discipline, the management of school finances, the formulation of the admissions policy and finally, the appointment of staff. The South African Schools Act promulgated in 1994 was committed to ensuring democracy in education through the active involvement of all
stakeholders such as parents, learners (in secondary schools), educators and principal in the decision-making processes in schools. However, the evolution of school governance within the South African context during the past sixteen years has gone through many challenges in its determination to create an
equitable society. Many School Governing Boards (SGBs), especially those in
rural and previously disadvantaged schools do not adhere to the practices
stipulated within the South African School Act of 1996 and as a result fail in
their mandate. The empirical approach, namely qualitative research was successful in obtaining information from participants about the challenges they faced in
school governance. The study revealed that SGBs faced immediate challenges and were not adequately capacitated to handle these challenges.
Findings on learner discipline included cases such as stabbings, bullying, theft, alcohol and substance abuse, gang fights, school violence and learner fights. Findings on the handling school finances included cases such as the misappropriation of funds and the lack of proper financial planning. The adoption of discriminatory admissions practices by schools was also evident.
In particular, cases of discrimination against age, religion and the use of admission tests were reported. A high level of corruption, nepotism, personal preferences and the abuse of power was common in the staff appointments
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made by the SGBs were also reported. Finally, the study made a number of
recommendations with regard to the research findings for all stakeholders in South African education to consider.Educational Leadership and Management
D. Ed. (Education Management)
48
Matsebele, Selina Patricia. "The effect of national education policies on learner discipline and academic performance of schools in the Tshwane South district : a focus on school discipline policy." Diss., 2020. http://hdl.handle.net/10500/26477.
Full textAbstract:
The study was limited to three national education policies, which were the teacherlearner ratio policy, teacher workload policy and learner discipline policy. The
problem was the learner moral decay, which was conspicuous to the public who saw
learners all over the school grounds during contact time, along streets strolling to
their schools without showing any remorse long after schools had started at 8h00.
Poor academic performance in public secondary schools in the Tshwane South
District is a cause for concern, whereby one of the schools in Tshwane South had
only 6% of learners passing in 2018 out of 300 in Grade 8, and the rest were
progressed. Qualitative methodology was used, and one-on-one interviews were
conducted to collect data from the SGBs, SMTs and teachers of five poorly
performing schools in the district. The study revealed that the incorrect development
and implementation of the new national education policies had a negative impact on
learner discipline and academic performance. The classrooms were overcrowded
which meant the teacher-learner ratio and teacher workload were high. The learners
and the parents were not provided with the Code of Conduct, and some teachers
never read the education policies and did not know that the Code of Conduct is an
alternative policy to the corporal punishment policy.
Consequently, learners who misbehave and are under the leadership of COSAS
defy it because they are aware that teachers are ignorant of the correct procedure to
enhance the Code of Conduct implementation. This implies that any case against the
learners was considered unprocedural and nullified. It became evident that the
Department of Basic Education needed to invest even more in education to deal with
the issue of overcrowding by deploying more teachers and teacher assistants. The
intervention was also necessary to equip stakeholders with skills in the adoption and
implementation of national education policies. The intervention should empower the
SGBs to develop and adopt the Code of Conduct correctly, teachers to maintain
discipline with confidence and effectively to improve academic performance. As well
as the powerful tools for planning correctly by the SMT to involve policy authorities
for stakeholders’ development. The implementation of the teacher-learner ratio
policy, teacher workload policy and learner discipline policies required monitoring,
and to be reviewed if necessary, to avoid disparity between policy and practice.Thuto ye e akareditšwe ka melawana e meraro ya thuto ya naga, lenaneo la ditekanyetšo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti. Thuto ye e dira dinyakišišo mabapi le maitshwaro a go phuhlama a baithuti: barutwana ba ba kantle ga diphapuši tša bona ka nako ya thuto, ebile go nale setlwaedi sa go fihla ka morago ga nako sekolong. Se se hlola dipoelo tša go se kgotsofatše dithutong tše di phagamego seleteng sa borwa bja Tshwane, gomme se ke tlhobaboroko. Mohlala, dikolong tsa borwa bja Tshwane, ke diperesente tše tshela fela tša baithuti ba mphato wa seswai go ba makgolo a mararo bao ba phasitšego ka noši ngwageng wa ketepedi lesome seswai, mola ba bangwe ba fitišitšwe. Thuto ye e šomiša mokgwa wa di nyakišišo wa khwaliteitifi, mme dintlha di kgobokantšwe ka go šomiša molawana wa go botšiša dipotšišo thwii, re lebelelane ka mahlong go dihlopha tša go buša dikolo (SGBs), dihlopha tša taolo ya dikolo (SMTs) le go tšwa go barutiši ba dikolo tše hlano tša go se šome gabotse seleteng seo. Thuto ye e tšweletša gore go hloka tšweletšo ya maleba le tšhomišo mpe ya melawana e meswa ya thuto ya naga e nale khuetšo e mpe taolong ya baithuti le mešomong ya sekolo. Palo e kgolo ya barutwana diphapušing e baka morwalo o boima go barutiši. Baithuti le batswadi ga ba fiwe Melao ya sekolo ya maitswaro, gomme barutiši ba bangwe le bona ga senke ba ipha nako ya go bala melawana ya thuto ebile ga ba tsebe gore melao ya maitšhwaro ke mokgwa o mongwe wa go fapana le kotlo ya go betha. Ka lebaka leo, baithuti bao ba sa itshwarego gabotse ebile ba huetšwa ke COSAS ba nyatša melao ya maitšwaro gobane ba lemogile gore barutiši ba hlokomologile mokgwa wo o nepagetšego wa go matlafatša tšhomišo ya maleba ya melao ye. Se se bolela gore kgafetša kgafetša melato kgahlanong le barutwana e tšewa okare ga se ya maleba ebile e phošagetše. Go molaleng gore Lefapha la Thuto ya motheo le hloka go lokiša taba ya go tlala ga barutwana ka diphapušing ka go thwala barutiši bao ba lekaneng le bathuši ba barutiši. Go tsea karolo go thuša batšeakarolo ka tsebo ya go amogela le go šomisa melawana ya thuto ya naga gwa hlokega. Se se ka matlafatša dihlopha tša go buša dikolo go amogela le go šomiša Melao ya maitswaro ka nepo, ele ge barutiši ba holega ka go netefatša maitshwaro ama botse le go kaonafatša dipoelo tša thuto ya barutwana. Dipoelo di hlagiša gore lenaneo la tekanyo ya barutiši le barutwana, lenaneo la mešomo la barutiši le lenaneo la maitshwaro la baithuti di hloka go hlokomelwa le go lekolwa, gomme moo go hlokegago e hlahlobje gore go efošwe thulano magareng ga lenaneo tshepedišo le tiragatšo ya lenaneo leo.
Hierdie ondersoek word beperk tot drie nasionale onderwysbeleide: die beleid op die onderwyser-leerder-verhouding, die beleid op onderwyserwerkslading en die beleid op leerderdissipline. Die navorsing ondersoek wat meestal beskou word as die morele agteruitgang van die leerder: leerders is gedurende kontaktyd buite die klaskamer en daar is gedurige laatkommery. Die kommerwekkende gevolge hiervan is swak akademiese prestasie in openbare sekondêre skole in die TshwaneSuiddistrik. By een skool in Tshwane-Suid het byvoorbeeld slegs 6% uit 300 Graad 8 leerders in 2018 geslaag, terwyl die res oorgeplaas is. Die ondersoek maak gebruik van ’n kwalitatiewe metodologie, en data is ingesamel in een-tot-een onderhoude met lede van die skoolbeheerliggame (SBL’e), skoolbestuurspanne (SBS’e) en onderwysers van vyf swak presterende skole in die distrik. Die navorsing toon dat die onvoldoende ontwikkeling en implementering van nuwe nasionale onderwysbeleid ’n negatiewe uitwerking op leerders se dissipline en akademiese prestasie het. Die hoë onderwyser-leerder-verhouding in oorvol klaskamers het vir onderwysers ’n hoë werkslading tot gevolg. Leerders en ouers word nie van ’n Gedragskode voorsien nie, en sommige onderwysers het nog nooit die onderwysbeleid gelees nie en weet nie dat die Gedragskode ’n alternatief vir die lyfstrafbeleid is nie. Leerders wat hul wangedra en deur COSAS beïnvloed word, minag gevolglik die Gedragskode omdat hulle bewus is dat onderwysers oningelig is oor die juiste prosedure ter bevordering van dié kode. Dit beteken dat sake teen leerders dikwels as prosessueel ongeldig beskou word en nietig verklaar word. Dit is duidelik dat die Departement van Basiese Onderwys aandag moet bestee aan die kwessie van oorvol klaskamers deur meer onderwysers en onderwysassistente aan te stel. Ingryping is ook nodig om belanghebbendes toe te rus met vaardighede vir die ingebruikneming en implementering van nasionale onderwysbeleide. So ’n ingreep sal SBL’e bemagtig om die Gedragskode korrek te ontwikkel en aan te neem, waardeur onderwysers bygestaan sal word in die handhawing van dissipline en die verbetering van akademiese prestasie. Die bevindinge dui aan dat die implementering van die beleide op onderskeidelik die onderwyser-leerder-verhouding, die onderwyserwerklading en leerderdissipline monitering en, waar nodig, hersiening vereis ten einde skeiding tussen die beleid en die praktyk te vermy.
Educational Management and Leadership
M. Ed. (Educational Management)
49
Luman, Christopher John. "Managing learner behaviour of Grade 9 boys at a public fee paying secondary school in Pietermaritzburg, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/24463.
Full textAbstract:
The purpose of this study is to investigate how positive discipline of Grade 9 boys should be managed at a selected public fee paying school in KwaZulu-Natal and to determine how learner behaviour would improve through educators acting as mentors. Furthermore, how educators could assist in implementing positive discipline management strategies to help in improving learner behaviour, and which positive discipline management strategies have been successful.
This study could be regarded as primarily descriptive and exploratory in nature, incorporating the basic characteristics associated with quantitative research. As such, it was predominantly deductive and positivistic in nature.
This study highlighted the importance of effective management systems that would assist the educator in the classroom. Several theories regarding learner management were explained and the literature review focused on the need for positive discipline strategies to be employed in the classroom, which would ultimately make for better relationships between the educator and the learner.
The study found that it is essential that the SGB, principal and senior management all get behind and support a managing behaviour mentor system as it has the potential to create a pleasurable work environment resulting in a reduction in the number of disciplinary matters for both the educator and the learner.Educational Leadership and Management
M. Ed. (Education Management)
50
Peng, Chien-hui, and 彭千惠. "The Study of "The Pilot Plan of An Integrated Assistance System for Instruction, Discipline and Guidance：Kaohsiung and Pingtung Area Post-Secondary Education School Teachers' Identification of The Content and Its Implementation "." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/61420830255969321898.
Full textAbstract:
碩士國立屏東科技大學
技術及職業教育研究所
93
The goals of this study were to understand post-secondary education school teachers' perception for the pilot plan of an integrated assistance system for instruction, discipline and guidance, to analyze differences between the perception of the indicates of duties and the implementation, and to understand the relation between the indicates of duties and the implementation.This study employed the survey method. The subjects were 371 teachers randomly sampled from 23 post-secondary education schools. Data of reclaim inventory were statistical and analysis management, and acquired the following conclusions: 1.Teachers had high identification to the content of the pilot plan. 2.The different recognition of identification existed among the teachers with different jobs. 3.There were significant interactions between the situation of participating in advanced studies and the school locations. 4.Teachers had medium perception to the implementation of the pilot plan. 5.The different perception of implementation existed among the senior high schools and vocational schools. 6.There were significant interactions between the school locations and public or private schools in the implementation of the pilot plan. 7.There were significant interactions between the school locations and the school scales in the implementation of the pilot plan. 8.There was a significant positive association between identification of the content and the implementation of the pilot plan. The study also provided some suggestions for educational administration, post-secondary education school administration , and future studies.