Teachers’ experiences of learners with disciplinary problems in secondary schools in KwaZulu-Natal

Abstract

The aim of the study was to understand the teachers’ experiences of learners with disciplinary problems. A literature study was conducted on various issues related to disciplinary problems in schools. In the empirical investigation a qualitative research approach with a phenomenological research design was used. The study was conducted in one secondary school in KwaZulu-Natal. The purposive sample comprised of 10 teachers who experienced discipline problems and two teachers who were knowledgeable about the issue. Semi-structured interviews were conducted and the data were analysed and interpreted by means of the theoretical frameworks of the Bar-On Model of Emotional Intelligence and the Bronfenbrenner ecological model of child development. The findings revealed how disciplinary problems impacted negatively on the emotional and social well-being of the teachers. It was concluded that teachers needed improved coping strategies and collaborative support from the School Management Team and the Department of Education to deal with disciplinary problems.