Educators’ perceptions of discipline in rural high schools

• Main Author: Shezi, Judith Sanelisiwe
• Other Authors: Vos, M.S.
• Format: Others
• Language: en
• Published: University of Zululand 2013
• Subjects: Discipline > schools
• Online Access: http://hdl.handle.net/10530/1239

Submitted in fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education in the Faculty of Education at the University of Zululand, South Africa, 2012. === The aim of this study was to pursue an investigation into educators’ perceptions of discipline in rural high schools. From the literature review it became clear that educators are of the view that most schools in the country lack effective discipline which has a negative effect on teaching and learning. Discipline in school is a prerequisite for order and harmony in schools and classrooms and successful teaching and learning. Discipline problems differ between schools, grades and classrooms. Schools in rural areas are characterized by a number of factors that negatively influence the delivery of quality education. Factors such as poverty, poor infrastructure and lack of teaching resources make it very difficult to create a stimulating teaching and learning environment. One of the consequences of such a deprived educational environment is lack of discipline. The purpose of effective discipline in schools is to create an atmosphere conducive to teaching and learning. Discipline in schools maintains order and learners discover the value and necessity of obeying realistic rules and accept responsibility for their behaviour. Discipline problems in school are caused by the disruptive behaviour of learners that affects the fundamental rights of other learners and educators to feel safe. The aim of discipline rules or a code of conduct for learners in schools is to establish an orderly and productive school environment committed to quality education. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilized. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings from the literature and empirical study and the following recommendations were made: • Good behaviour must be inculcated in learners by means of positive and constructive discipline in schools. • A code of conduct for learners must be enforced to regulate learners’ behaviour.