An investigation into teachers' effective management of discipline in the classroom

Abstract

This study investigated the teachers’ effective management of learner discipline in the classroom. This was a qualitative study set in the interpretivist paradigm. Participants were purposively selected to include teachers, SMT members, disciplinary committee members, and the SGB chairpersons of selected schools. The views and experience of participants in this study were captured and explained through individual and group interviews and document review. The coding process was used to discuss relevant literature and analyse all the qualitative data collected. A conceptual literature review relating to issues on the effective management of learner discipline in the classroom was conducted. The management of classroom discipline, factors influencing the effective management of discipline, and alternatives to corporal punishment were reviewed. This study focused on four primary schools in the area of Bronkhorstspruit in the Gauteng North District in Gauteng Province. The study investigated classroom disciplinary challenges currently faced by teachers. The findings of the study revealed that the sampled schools believed that the establishment of common understanding around systems of learner discipline in the classroom is vital for effective discipline management in the classroom. All participants in the study concurred that for teaching and learning to take place effectively and efficiently, positive discipline and alternatives to corporal punishment should be implemented effectively in the classroom.