Learner Discipline and Democratic Rights: Stakeholders’ Perspectives on the Effectiveness of Discipline Policies

Abstract

This article investigated how school stakeholders perceive the effectiveness of current policies and government Acts on learner discipline. Learner ill-disciplined behaviour is a daily occurrence in today’s classrooms. The question addressed was: What are the stakeholders’ perspectives on the effectiveness of the current policies and government Acts on learner discipline? To answer this question, the study adopted the qualitative approach and a case study design. 12 participants were recruited using the purposive non-probability sampling approach from three primary schools in Rakwadu 1 Circuit, Limpopo Province, South Africa. The sample comprised three principals, three departmental heads involved in the school disciplinary committees, three class teachers, and three representatives of the school’s governing body. Data was gathered using interviews and document analysis. Bandura’s Social Cognitive Learning Theory underpinned the study. The study found that policies and government Acts on learner discipline were ineffective. They failed to help schools to successfully manage ill-discipline. It was also found that stakeholders had inadequate knowledge of policies and government Acts on discipline. It was recommended that the Basic Education Department provide training to school stakeholders regarding policies and government Acts pertaining to learner discipline. The paper will contribute significantly to transformative scholarship on the promotion of teaching and learning. The article may also be helpful to stakeholders who are hard-pressed to find answers for their schools.

Keywords

• learner discipline
• democratic rights
• discipline policies
• ill-discipline
• stakeholders